גיל או מדיניות: כיצד גיל תלמידים, מטרות הוראה וסוג הערכה משליכים על איכות תוצרי תכנות חזותי בבתי ספר יסודיים ובחטיבת הביניים?

Translated title of the contribution: Age or Policy: What are the Implications of Students' Age, Teaching Goals, and Type of Assessment on the Quality of Visual Programming Artifacts in Elementary and Middle Schools?

אביטל קסלר, תמר ענבל-שמיר, אינה בלאו

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

Abstract

Formal education systems demonstrate a growing trend of integrating visual programming
environments that enable learning consistent with the constructionist approach (Papert,
1980). In Israel, the use of the Scratch online environment as a platform for visual
programming in elementary and middle schools has expanded in recent years. Integrating
visual programming has two main purposes: (1). Developing computational thinking and (2).
Teaching programming as a field of knowledge. This study examined perspectives of code
teachers on the purpose of teaching and assessment methods in this new field. In addition,
differences in the quality of student artifacts in elementary and middle school were examined.
The findings of the study showed that elementary school teachers perceive visual
programming primarily as a tool for developing computational thinking, emphasize
formative evaluation and evaluate their students differentially. In contrast, middle school
teachers perceive visual programming as a tool for teaching programming as a field of
knowledge, and prefer standardized assessment that focuses on formal requirements. Artifact
analysis showed, surprisingly, that the artifacts of middle school students were no better than
the artifacts of students in the fifth and sixth grades and even scored lower in a number of
parameters. It seems that focusing on teaching programming and only on formal requirements
does neither promote the development of computational thinking nor improve the
programming ability of students. Based on the findings, we recommended to re-examine the
teaching and assessment policies and practices of visual programming in middle schools.
Translated title of the contributionAge or Policy: What are the Implications of Students' Age, Teaching Goals, and Type of Assessment on the Quality of Visual Programming Artifacts in Elementary and Middle Schools?
Original languageHebrew
Title of host publicationהאדם הלומד בעידן הדיגיטלי:
Subtitle of host publicationכנס צ'ייס החמישה-עשר למחקרי טכנולוגיות למידה
Place of Publicationרעננה
Pages122-132
Number of pages11
Volume15
StatePublished - 2020

IHP Publications

  • ihp
  • Computer programming
  • Computer software
  • Computers -- Study and teaching
  • Educational tests and measurements
  • מדידה והערכה בחינוך
  • מחשבים -- לימוד והוראה
  • תוכנות מחשבים

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