British Journal of Education, Society & Behavioural Science, ISSN: 2278-0998,Vol.: 20, Issue.: 3
Redefining the Framework for Teaching Programming to Primary School Students: Results from Three Pilot Projects
Emmanuel Fokides1* and Pinelopi Atsikpasi1 1University of the Aegean, Rhodes, Greece.
Emmanuel Fokides1* and Pinelopi Atsikpasi1
1University of the Aegean, Rhodes, Greece.
(1) Vlasta Hus, Department of Elementary Teacher Education, University of Maribor, Slovenia.
(1) Stamatios Papadakis, University of Crete, Greece.
(2) Ludgleydson Fernandes De Araújo, Universidade Federal do Piauí, Brasil.
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Aims: The study summarizes the findings of three pilot projects in which 2nd, 5th, and 6th-grade primary school students were taught basic programming concepts using game-like applications.
Study Design: Experimental study with one experimental and two control groups in each pilot project.
Place and Duration of Study: Sample: A total of 198 2nd, 5th, and 6th-grade students participated to the studies, coming from 3 primary schools located in Athens, Greece. The duration of the projects was between September 2016 and February 2017.
Methodology: In all projects, three groups of students were formed. One was taught using tablets or a game development programming environment, while the other two were taught the same subjects using conventional methods.
Results: Results' analyses revealed that students who used the applications had better learning outcomes, compared to the ones that were taught conventionally. The results can be attributed to the increased students' motivation and to the applications' game-like characteristics.
Conclusion: On the basis of the results, suggestions for redefining the framework for teaching programming are presented.
Kodable; Kodu; mobile apps; primary school students; programming; tablets.
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