Learning to program: An overview of the main difficulties of the initial stage

2021 ◽  
Vol 1 (9) ◽  
pp. 53-60
Author(s):  
D. I. Pavlov ◽  
A. V. Kaplan
Keyword(s):  
Primary School ◽  
Computational Thinking ◽  
Approaches To Teaching ◽  
School Students ◽  
Primary School Teachers ◽  
Initial Stage ◽  
Primary Schoolchildren ◽  
Practical Research ◽  
Broad Interpretation ◽  
Learning Programming

The article discusses approaches to teaching programming to primary school students. The emphasis is placed on typical difficulties that students experience while learning programming, on the reasons for these difficulties and possible methods for overcoming them. A retrospective of the development of teaching programming in Russian schools is presented, including in comparison with international experience. The place of the initial programming course in the system of educational results of primary education has been determined. Based on the analysis of the works of A. P. Ershov, A. V. Goryachev, E. K. Henner, M. Gujberova, I. Kalaš, S. Grozdev, J. Wing and other specialists, a connection has been established between teaching programming and a broad interpretation of the term "literacy", as well as computational thinking. The results of the authors' research are presented, in particular, the differences identified in the approaches to teaching programming for primary schoolchildren, implemented by primary school teachers and informatics teachers, are discussed. Based on the analysis of scientific and methodological literature, a number of problems that arise during early learning in programming are identified, in particular, such as: "Computer for the sake of the computer ", "Lack of links between the algorithm and the program", "Playing instead of learning". In the course of practical research, the causes and possible ways of overcoming these problems have been established. In addition, in the course of the study, the authors identified and described in this article several types of problems that still require further study: "Click for a click", "Not a reader", "Stupid robot", "Decomposition", "Geometry", "Many the same question

A Review of Educational Games for Teaching Programming to Primary School Students

2022 ◽  
pp. 55-83
Author(s):  
Andreas Giannakoulas ◽  
Stelios Xinogalos
Keyword(s):  
Primary School ◽  
Learning Analytics ◽  
Educational Games ◽  
Computational Thinking ◽  
Primary School Students ◽  
School Students ◽  
Game Mechanics ◽  
Online Classrooms ◽  
Games For Learning ◽  
Learning Programming

In recent years, several educational games for learning programming have been developed with promising results. The main purpose of this chapter is to present 22 educational games or platforms that aim to cultivate computational thinking through teaching computer programming concepts to primary school students. A short description of each game followed by a comparative analysis of both their game mechanics and their educational aspects is presented. Additionally, less typical functionalities such as online classrooms, the support for learning analytics, and the creation of new levels are analyzed. This chapter could be useful for game designers and IT teachers who would like to use a game-based approach in the teaching process.

scholarly journals The Effect of Robotics-Based Storytelling Activities on Primary School Students’ Computational Thinking

2021 ◽  
Vol 12 (1) ◽  
pp. 10
Author(s):  
Karin Tengler ◽  
Oliver Kastner-Hauler ◽  
Barbara Sabitzer ◽  
Zsolt Lavicza
Keyword(s):  
Primary School ◽  
Fourth Graders ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Educational Robotics ◽  
School Students ◽  
Technological Environment ◽  
Primary School Teachers ◽  
Post Test

Robotics is needed as education keeps up with challenges students are facing in a technological environment. A long-term research project focuses on developing a feasible robotics-based learning environment that enables primary school teachers to introduce computer science education. This paper shows educational robotics combining storytelling to promote computational thinking through the method of Tell, Draw, and Code. The study was conducted via pre–post test, using the Beginners Computational Thinking test (BCTt), with third and fourth graders (N = 40) to determine if the integration of robotics-based storytelling activities enhances computational thinking skills. Results show that an increase in computational thinking is evident after the intervention is implemented. The approach of combining stories, texts, and literature with educational robotics seems to be a promising concept to equip students with the required skills.

scholarly journals Exploring the Development of Primary School Students’ Computational Thinking and 21st Century Skills Through Scaffolding: Voices from the Stakeholders

2020 ◽  
Vol 4 (2) ◽  
pp. 36-57
Author(s):  
Volkan Kukul ◽  
Recep Çak?r
Keyword(s):  
Primary School ◽  
21St Century ◽  
21St Century Skills ◽  
Computational Thinking ◽  
Primary School Students ◽  
School Students ◽  
Primary School Teachers ◽  
Self Confidence ◽  
Game Programming ◽  
Scaffolding Strategies

Computational thinking (CT) has become a skill that is taught starting from an early age with its increasing popularity. In addition, the opinion that CT is related to other 21st century skills finds its place in the literature. The main purpose of this study is to identify the contributions of scaffolding-based game programming activities to students' CT and 21st-century skills. In line with this purpose, the study was designed as a qualitative case study. The participants of the study consisted of 16 primary school students, 10 pre-service ICT Teachers, and 2 primary school teachers. The research results reveal that game programming has a positive effect on students' CT skills, 21st century skills and some psychometric variables like self-confidence and motivation. In future studies and implementations, educators may support their instructions of programming through different scaffolding strategies. In addition, it should be taken into consideration that students can become innovative designers with content that they find interesting.

A Review of Educational Games for Teaching Programming to Primary School Students

2020 ◽  
pp. 1-30 ◽  
Author(s):  
Andreas Giannakoulas ◽  
Stelios Xinogalos
Keyword(s):  
Primary School ◽  
Learning Analytics ◽  
Educational Games ◽  
Computational Thinking ◽  
Primary School Students ◽  
School Students ◽  
Game Mechanics ◽  
Online Classrooms ◽  
Games For Learning ◽  
Learning Programming

In recent years, several educational games for learning programming have been developed with promising results. The main purpose of this chapter is to present 22 educational games or platforms that aim to cultivate computational thinking through teaching computer programming concepts to primary school students. A short description of each game followed by a comparative analysis of both their game mechanics and their educational aspects is presented. Additionally, less typical functionalities such as online classrooms, the support for learning analytics, and the creation of new levels are analyzed. This chapter could be useful for game designers and IT teachers who would like to use a game-based approach in the teaching process.

scholarly journals Features of the development of the need for reading in primary schoolchildren (results of applied research)

2020 ◽  
Vol 210 ◽  
pp. 18073
Author(s):  
Anna Smakhtina ◽  
Vera Bederkhanova ◽  
Mariya Dontsova ◽  
Lada Chepeleva
Keyword(s):  
Primary School ◽  
Empirical Research ◽  
School Students ◽  
Primary School Teachers ◽  
Study Results ◽  
Primary Schoolchildren ◽  
Real Behavior ◽  
Definition Of ◽  
And Behavior ◽  
Attitudes And Behavior

The article presents an empirical study results of the development of the need for reading in primary schoolchildren. In the theoretical part, the definition of the need for reading is given as an internal spiritual need, which in terms of meaning is delimited with the concept of «reading need» associated with motivations for reading. The conclusions presented in the study are based on the results of an expert survey (n = 91) conducted in schools of the Krasnodar Territory among primary school teachers. With the help of empirical research, the level of development needs for reading in primary school students was studied, the content of reading needs was determined, that is, the system of incentives for reading. The types of reading needs were determined empirically by means of factor analysis, the results of which made it possible to identify and describe 4 latent types of reading needs. The article also presents a methodology for determining the degree of mismatch between a reading attitude and real behavior (initiative and diligence), which was measured using vector indices. As a result of empirical research, it was found that the level of development needs for reading in primary schoolchildren is below the average, while this level is significantly lower in boys than in girls. It was also found that girls have a low mismatch between attitude and real behavior, which indicates an approximate correspondence of the need for reading and independence in the process of reading as a behavioral act. In boys, indicators of the mismatch of attitudes and behavior indicate a tendency to rational choice of a book with a low level of emotional need to read it.

scholarly journals Reflexive development of primary schoolchildren as condition for the success of schooling

2021 ◽  
Author(s):  
П.В. Новиков
Keyword(s):  
Primary School ◽  
Developmental Education ◽  
Intellectual Development ◽  
Diagnostic Techniques ◽  
Educational Activity ◽  
School Students ◽  
Educational Activities ◽  
Primary School Teachers ◽  
Primary Schoolchildren ◽  
The Subject

Актуальность статьи обусловлена проблемой развития личности младших школьников. Показана сущность развивающего образования, заключающаяся в формировании школьника как субъекта деятельности. Цель статьи заключается в раскрытии путей развития рефлексивной сферы учащихся младших классов в учебной деятельности. Описаны составляющие умения учиться. Особое внимание уделено характеристике рефлексивных способностей младших школьников, тесно связанных с умением учиться и проблемой формирования субъекта учебной деятельности. Автором показана многозначность понимания понятия «рефлексии» в психологии, охарактеризованы виды рефлексии, доказана значимость рефлексивных действий в учебной деятельности и показано их влияние на формирование умения учиться. Охарактеризованы диагностические методики, позволяющие исследовать виды рефлексии у учащихся. Проведено исследование уровня развития содержательной рефлексии. Показана необходимость создания специальных условий для развития рефлексивной сферы младших школьников. Статья предназначена педагогам-психологам, учителям начальных классов и всем, кого интересуют вопросы повышения оптимизации личностного и интеллектуального развития младших школьников. The relevance of the article is due to the problem of the development of the personality of primary schoolchildren. The essence of developmental education is shown, which consists in the formation of a student as a subject of activity. The purpose of the article is to reveal the ways of development of the reflective sphere of primary school students in educational activities. The components of the ability to learn are described. Special attention is paid to the characteristics of the reflexive abilities of primary schoolchildren, which are closely related to the ability to learn and the problem of the formation of the subject of educational activity. The author shows the ambiguity of understanding the concept of "reflection" in psychology, characterizes the types of reflection, proves the importance of reflexive actions in educational activities and shows their influence on the formation of the ability to learn. The diagnostic techniques that allow to study the types of reflection in students are characterized. The necessity of creating special conditions for the development of the reflexive sphere of primary schoolchildren has been proved. The article is intended for educational psychologists, primary school teachers and everyone who is interested in improving the optimization of the personal and intellectual development of younger students.

scholarly journals Training future primary school teachers for the formation of students' skills to cooperate in a team

2021 ◽  
Vol 104 ◽  
pp. 03004
Author(s):  
Oleksandra Yankovych ◽  
Iryna Kuzma ◽  
Vitaliia Prymakova ◽  
Zinovii Onyshkiv ◽  
Hanna Chaikovska
Keyword(s):  
Primary School ◽  
Group Work ◽  
Diagnostic Tools ◽  
School Teachers ◽  
Ability To Work ◽  
School Students ◽  
Primary School Teachers ◽  
Primary Schoolchildren ◽  
High Level ◽  
Teachers Training

The model of training future primary school teachers for the formation of students' skills to cooperate in a team is developed and experimentally tested in the article. There are the following components of this model: goals, methodological approaches, content (the structure of the ability to work in a team is considered), the main stages, forms, methods, means, diagnostic tools and the result of the studied training. The skills to cooperate in a team are explored in the article as a complex formation and as one of the soft skills. At higher education institutions, the future teachers training for the formation at primary school students' skills to collaborate in a team takes place mainly during the implementation of interactive, game and project methods. However, this training needs to be improved. The developed experimental model implies systematic work on the basis of Pedagogy of the Heart and Pedagogy of Success, as a methodological basis of the researched process; equivalence of tendencies of using group work to improve learning outcomes and group work as a means of formation of students' ability to interact. Experimental verification proved the effectiveness of the designed model: the number of representatives at a high level of readiness to develop primary schoolchildren' ability to work in a team significantly increased and there were no low-level representatives.

scholarly journals Social Sustainability of Post-Disaster: How Teachers Enable Primary School Students to Be Resilient in Times of Ranau Earthquake

2021 ◽  
Vol 13 (13) ◽  
pp. 7308
Author(s):  
Soon Singh Bikar ◽  
Balan Rathakrishnan ◽  
Mohammad Rahim Kamaluddin ◽  
Norruzeyati Che Mohd Nasir ◽  
Mohd Azrin Mohd Nasir
Keyword(s):  
Primary School ◽  
Emotional Support ◽  
Primary Schools ◽  
Psychological Effects ◽  
Severe Damage ◽  
Primary School Students ◽  
School Teachers ◽  
School Students ◽  
Primary School Teachers ◽  
Post Disaster

The Ranau Earthquake that struck on 5 June 2015, February 2018, and April 2021, were a new disaster in Sabah and caused many Sabahan to panic. The unpredicted disaster also caused a serious impact on all aspects of life in Sabah. The earthquake has caused severe damage to eight primary schools in the vicinity of the epicenter, although no casualties were reported. However, the disaster has deep passing psychological effects among students. In this study, we examine how the primary school teachers enabled the student to be resilient during and after the disaster. Based on the interviews with 16 primary school students, it was revealed that most of the teachers used WhatsApp to support resilience during and after the earthquake. Interviews with 16 primary school teachers revealed there were two main reasons for them to communicate with students, namely, delivering emotional aid and monitoring their stress. Based on student interviews, five content categories of emotional support were identified: caring, reassuring, emotion sharing, belonging, and distracting. The main contribution of this study is that social media can be used as a spontaneous and proactive tool for supporting the student’s resilience during and after the earthquake trauma.

Naturalists’ Hike As a New Form of Environmental Education for Children

2021 ◽  
pp. 10-14
Author(s):  
Ol'ga Golovina ◽  
I. Filatova
Keyword(s):  
Environmental Education ◽  
Primary School ◽  
Environmental Literacy ◽  
Age Group ◽  
School Teachers ◽  
Primary School Teachers ◽  
Primary Schoolchildren ◽  
New Form ◽  
Additional Education ◽  
Natural Communities

The article highlights the experience of conducting a naturalist hike - a new form of organizing environmental education for preschoolers and primary schoolchildren. The purpose of the trip, carried out in the form of a travel game, meets the requirements for the formation of environmental literacy in children of this age group, which are stated in the standards of preschool and primary school education. Game “What can you see in a pine forest?” is intended to enrich the sensory experience of children in the process of observing plants and animals of the forest, to acquaint them with observation as a method of studying natural communities, to develop a cognitive interest in the flora and fauna of their native land, to foster a desire to protect the forest and its inhabitants by participating in nature conservation activities. The article is intended for preschool teachers, primary school teachers, and additional education specialists.

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