All rosy in scratch lessons: No bugs but guts with visual programming
Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Scientific › peer-review
Details
| Original language | English |
|---|---|
| Title of host publication | 2017 IEEE Frontiers in Education Conference (FIE) |
| Publisher | IEEE |
| Pages | 1-9 |
| Number of pages | 9 |
| ISBN (Electronic) | 978-1-5090-5920-1 |
| DOIs | |
| Publication status | Published - 14 Dec 2017 |
| Publication type | A4 Article in a conference publication |
| Event | Frontiers in Education Conference - Duration: 1 Jan 1900 → … |
Conference
| Conference | Frontiers in Education Conference |
|---|---|
| Period | 1/01/00 → … |
Abstract
This case study addresses motivational issues in the elementary computing that follows UK National Curriculum of Computing (UKNC) at one of the international schools in Asia. The study examines different motivations and their impact on learning outcomes. Started in Year 8, Scratch was used as a computing primer, followed by the Khan Academy's JavaScript, and Python basics. In order to study the learning process, surveys, interviews, and the analysis of the Scratch coursework were employed. Based on the results, Scratch provides a useful tool for scaffold programming basics and for fostering motivation in all student groups. The discontinuity point from visual to textual programming appears to be problematic: textual programming with JavaScript and Python seems to engage mathematically talented students who developed intrinsic motivation, and disengage several others, mainly because of felt incompetence. A few students with authentic interest areas, such as design, animation, or social media, engage inadequately after transition. In planning the syllabus, it is crucial to address motivational aspects as well.
Keywords
- Cloning, Education, Interviews, Programming profession, Tools, Visualization, JavaScript, K-12 computing syllabus, Python, SDT theory, Scratch, intrinsic motivation, visual programming