Mutual Improvement between Teaching Materials and Assessment Tools for K-12 Programming Education

2021 ◽  
Author(s):  
Hideo Nagumo ◽  
Yasumasa Oomori ◽  
Yasuhiro Takemura
Keyword(s):  
Assessment Tools ◽  
Teaching Materials ◽  
Programming Education ◽  
K 12

The Role of Teaching Materials in Cognitive Development Focusing on the “Emergence of Symbolic Functioning” and Behaviour Issues

2021 ◽  
pp. 73-97
Author(s):  
Eiko Tatematsu
Keyword(s):  
Cognitive Development ◽  
Assessment Tool ◽  
Autism Spectrum ◽  
Social Adaptation ◽  
Assessment Tools ◽  
Cognitive Profiles ◽  
Teaching Materials ◽  
Teaching Device ◽  
Symbolic Functioning

The purpose of this chapter is to discuss the role of teaching materials focusing on the “Emergence of Symbolic Functioning” and latent behaviour issues. First, a literature review is performed on the behaviour issues associated with intellectual disability (ID) and autism spectrum disorder (ASD). Three kinds of assessment tools used in this study are described with underlying developmental meanings. Especially, one of those tools, a teaching device named “Tamahimo” is introduced as a practical assessment tool to visualize participants' cognitive conditions. Three cases, two adolescents and one young adult with ID, are discussed, with their autism-like behaviours and characteristic cognitive profiles evaluated using the assessment tools. All cognitive development is judged as corresponding to the “Emergence of Symbolic Functioning,” that is, the qualitative transition phase from non-symbolic to the explicit existence of a symbolic functioning stage. Factors preventing social adaptation are discussed as they relate to unstable cognitive conditions.

Teaching Material Imitating the Advanced Driver-Assistance System for Measurement and Control Education

2019 ◽  
Vol 31 (3) ◽  
pp. 412-418
Author(s):  
Takatoshi Umeno ◽  
Takeshi Shimoto ◽  
◽  
Keyword(s):  
Junior High School ◽  
Junior High ◽  
Teaching Material ◽  
Teaching Materials ◽  
Training Environment ◽  
Programming Education ◽  
Education Practice ◽  
School Settings ◽  
And Control ◽  
Measurement And Control

The rapid growth of the information technology industry in recent decades requires an increasing number of programmers and engineers, as well as an excellent training environment for relevant human resources. Currently, school curricula promote information education and, since 2012, “measurement and control by programs” have become compulsory topics of study in the technology and home economics (technological field) class in junior high schools. In addition, it has been determined that programming education will be made a compulsory topic in elementary schools from 2020 onward. Thus, programming education is included in the mandatory education program and, accordingly, various associated teaching materials have been developed and distributed to date. However, adequate steps have not been taken to improve the information education skill of the teachers who use the aforementioned teaching materials. In particular, only very few teachers understand the essence of programming control, such as the role played by a program in measurement and control. Hence, there is an urgent need to train teachers to make them capable of providing programming education in school settings. Hence, in this study, we develop a teaching material that helps teachers understand the flow of measurement and control by program using an optical distance sensor and an actuator and design a class practice for the students in the faculty of education. Finally, based on this education practice, we discuss an educational effect of the aforementioned teaching material and its applicability in junior high school settings.

scholarly journals Formative evaluation of an adaptive game for engaging learners of programming concepts in K-12

2018 ◽  
Vol 5 (2) ◽  
pp. 3-24 ◽  
Author(s):  
Renny S. N. Lindberg ◽  
Teemu H. Laine
Keyword(s):  
Learning Styles ◽  
Mixed Method ◽  
Formative Evaluation ◽  
School Students ◽  
Programming Education ◽  
Global Demand ◽  
K 12 ◽  
Learning Programming ◽  
Further Development ◽  
Important Objective

As the global demand for programmers is soaring, several countries have integrated programming into their K-12 curricula. Finding effective ways to engage children in programming education is an important objective. One effective method for this can be presenting learning materials via games, which are known to increase engagement and motivation. Current programming education games often focus on a single genre and offer one-size-fits-all experience to heterogeneous learners. In this study, we presented Minerva, a multi-genre (adventure, action, puzzle) game to engage elementary school students in learning programming concepts. The game content is adapted to play and learning styles of the player to personalize the gameplay. We conducted a formative mixed-method evaluation of Minerva with 32 Korean 6th grade students who played the game and compared their learning outcomes with 32 6th grade students who studied the same concepts using handouts. The results indicated that, in terms of retention, learning was equally effective in both groups. Furthermore, the game was shown to facilitate engagement among the students. These results, together with uncovered issues, will guide Minerva’s further development.

Gamifying programming education in K‐12: A review of programming curricula in seven countries and programming games

2018 ◽  
Vol 50 (4) ◽  
pp. 1979-1995 ◽  
Author(s):  
Renny S. N. Lindberg ◽  
Teemu H. Laine ◽  
Lassi Haaranen
Keyword(s):  
Programming Education ◽  
K 12

scholarly journals The Challenge of Writing Remediation: Can Composition Research Inform Higher Education Policy?

2013 ◽  
Vol 115 (3) ◽  
pp. 1-45
Author(s):  
Stefani R. Relles ◽  
William G. Tierney
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Higher Education Policy ◽  
Research Question ◽  
Empirical Work ◽  
Empirical Support ◽  
Assessment Tools ◽  
College Writing ◽  
K 12 ◽  
Writing Remediation

Background/Context This article presents a review of research relevant to postsecondary writing remediation. The purpose of the review is to assess empirical support for policy aimed at improving the degree completion rates of students who arrive at tertiary settings under-prepared to write. Purpose/Objective/Research Question/Focus of Study Our purpose is to bridge composition studies for a higher education policy audience. Our agenda is to offer a balanced portrait of disciplinary literature framed for organizational decision-making that can improve graduation rates. The research question that guides inquiry is: How can writing and composition research inform remediation policy to increase college-going success? Research Design This is a critical synthesis of prior conceptual and empirical work. We first provide a historical perspective to explicate important disciplinary issues that may be unfamiliar to a policy audience. We then present a critical synthesis of the disciplinary-based literature from two viewpoints. The first involves rhetorical frames that are related, but have significant conceptual differences. The second considers student achievement, attainment, and developmental outcomes. Findings/Results The review comprehensively demonstrates the seriousness and scope of policy problems perpetuated by two obstacles. The first is a lack of clarity on what constitutes college writing. The second is a dearth of assessment tools with which to measure writing aptitude. The incongruities between standards and assessment of college writing have resulted in a body of research that does not provide the kind of evidentiary support weighted in policy discussions. Both issues require attention if writing remediation policy is to be improved. Conclusions/Recommendations The review suggests that writing remediation policy and programs will remain accountable to the rhetorical and paradigmatic viewpoints that dominate writing assessment and that relegate underprepared students to dubious degree pathways. The negative implications of the review for college writing preparation are discussed in the context of the K–12 Common Core State Standards. Recommendations are tendered for an interdisciplinary agenda to increase the educational opportunities of underprepared writers and decrease the social inequities associated with remediation policies and programs.

Effects of Tangible Teaching Materials According to Evaluation of Cognitive Development

2019 ◽  
pp. 132-159
Author(s):  
Eiko Tatematsu
Keyword(s):  
Autism Spectrum Disorder ◽  
Cognitive Development ◽  
Behavior Disorders ◽  
Autism Spectrum ◽  
Assessment Tools ◽  
Teaching Materials ◽  
Teaching Aids ◽  
Severe Intellectual Disability ◽  
Object Based ◽  
Informal Assessment

Students who have difficulty communicating with others verbally may be referred to as “individuals in the learning process of concept formation” rather than individuals with severe intellectual disability (SID) and/or autism spectrum disorder (ASD). Insufficient understanding of these individuals makes it more difficult to deal with comorbid behavior disorders. This chapter introduces an original evaluation battery using “Ohta Staging” and “Task of Birds” as tools to measure cognitive development. Four cases of individuals who grew up with strong behavior disorders will be described by employing the battery. Cognitive features of each case are detailed through original handmade tangible teaching materials (OHTTMs). The chapter will discuss the effects of object-based communication using OHTTMs, as it relates to the cognitive development measured by the battery, in terms of reducing behavior disorders. OHTTMs will be evaluated as communication and informal assessment tools rather than teaching aids.

Sign in / Sign up

Export Citation Format

Share Document