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Means and Standard Deviations for Logo Programming and Computer-Assisted Instruction Groups Logo programming Computer-assisted instruction
Source publication
Assessed the effects of learning computer programming on the cognitive style (reflectivity, divergent thinking), metacognitive ability, cognitive development (operation competence, general cognitive measures), and ability to describe directions of 18 1st graders. Ss were pretested to assess receptive vocabulary (PPVT—R), impulsivity/reflectivity, a...
Contexts in source publication
Context 1
... children were encouraged to "debug" their programs, locating and correcting errors. Table 1 presents the means and standard deviations of the Logo and CAI groups' scores on the various measures. To deter- mine initial similarity between the CAI and Logo groups, a t test was performed on the means of the two PPVT-R scores. ...
Context 2
... latency, t(8) = 2.21, p < .05. 9 (M = 7.7). The Logo group gave a signif- Table 1 shows that for the Logo group, the icantly higher percentage of correct de-scriptions than did the CAI group, £(16) = 4.42, p < .001. That is, the Logo group provided more accurate verbal descriptions of the paths they had constructed. ...
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Citations
... As a result, children in the programming group improved their creative ability. In contrast, the CAI group did not show any improvement because CAI usually paid attention to convergent thinking rather than divergent thinking [60]. This is because of the diverse expressiveness and pluralistic types of digital education technology that can meet the needs of different levels of cognitive abilities and multiple cognitive sustainable developments. ...
Digitalization gradually transforms digital education technology from being a teaching means to focusing on the student’s abilities. This study analyzes the data from the China Education Baseline Survey of the Renmin University of China using Coarsened Exact Matching (CEM) and quantile regression methods. The Ordinary Least Squares (OLS) regression is used to test the net effect of digital education technology on students’ academic and cognitive abilities. The OLS result shows that digital education technology has a significantly positive impact on the cognitive ability of middle school students. However, schools focusing on using digital education technology as a means of school management will lower students’ cognitive abilities. Second, the CEM method result shows a significant difference in the cognitive ability scores between students in classrooms with and without digital education technology. This indicates that digital education technology can inspire students’ internal drive, motivate them to learn, and enhance their cognitive abilities. Last, the quantile regression result shows that the use of digital education technology has heterogeneity in the development of the cognitive ability of middle school students. When the cognitive ability quantile point increases, the influence becomes more obvious, changing from not significant to significant, then to very significant. This provides some inspiration for understanding the application of digital education technology. It can be concluded that this is an effective method to study the sustainable development of cognitive abilities through heterogeneity. The method ensures individuals’ holistic and comprehensive development, thus promoting groups’ development and contributing intellectual support to them to adapt to future social requirements and lead future social development. Digital education technology endows students with the cognitive abilities for lifelong learning to solve various problems in future social life, reserve high-quality talent resources for the future, and build a learning society with extensive significance. This paper analyzes the sustainable development of students’ cognitive abilities using emerging digital education technologies. It not only deepens the understanding of sustainable development of education and humans but also provides intellectual support for society’s sustainable development.
... When the literature is examined; it is stated that the students who have programming education have different thinking, creativity, metacognition and orientation skills than the students who don't have (Clements and Gullo, 1984). Besides programming education has been found to be effective in teaching mathematical subjects, developing problem solving strategies, collaborative, systematic and creative thinking that many studies (Ananiadou and Claro, 2009;Department of Education Research andDevelopment [EARGED], 2011, Pinto andEscudeiro, 2014;Trilling and Fadel, 2009) suggest for individuals to have in the 21 st century. ...
... way to gain individuals those skills (Clements & Gullo, 1984;Deng et al., 2020;Mains, 1997;Malik, 2018;Monroy-Hernandez & Resnick, 2008;Nouri et al., 2020;Swain, 2013;Zhang & Nouri, 2019). ...
Background
Studies on the effectiveness of block‐based environments continue to produce inconsistent results. A strong reason for this is that most studies compare environments that are not equivalent to each other or to the level of learners. Moreover, studies that present evidence of the effectiveness of block‐based environments by comparing equivalent environments are limited.
Objectives
This study aims to scrutinize the effects of programming training to be held in equivalent environments (block‐based and text‐based) with university students who do not have prior programming knowledge and experience on achievement, logical thinking, and motivation.
Methods
The study was conducted by using an experimental pretest‐posttest control group design. The study was conducted with 60 students, the total consisting of 30 students in the experimental group and 30 students in the control group. In the experimental group, block‐based visual programming training with Scratch was conducted and the control group received text‐based programming training with Small Basic. The training was maintained for 10 weeks, for 4 h a week in each group. The programming achievement test, the logical thinking skills test, and the motivation scale were used to collect the data.
Results and Conclusions
The results showed that the use of a block‐based environment in programming training contributed positively to the development of students' logical thinking skills, and motivation for learning programming. In contrast, there was evidence that this training did not make a difference on programming success.
Implications
The findings of the study provided evidence of the effectiveness of block‐based training in comparisons made in equivalent environments. Focusing research on this issue may contribute to the improvement of the current understanding.
... It is not enough for a student to have knowledge; it is also important for them to be able to develop cause-and-effect relationships (Brewer, 2007;Kuo, Barnes & Jordan, 2019;Lind 1998), as well as be creative and adaptable to new ideas (Rowe, 2007). Instead of teaching mathematical knowledge, the aim is to educate individuals who can apply what they have learned (Demirel & Yağcı, 2012;Witrock, 1978), who can solve problems (Clements & Gullo, 1984;Kenedi et al., 2019;Korkmaz et al., 2015), who can communicate well, and who have a positive attitude towards mathematics (Davadas & Lay, 2020;Tutak, 2008). At this point, mathematics teaching can be supported with technological materials that have an active role in concretizing the abstract concepts (Celen, 2020;Gelibolu, 2009;Kaput, 1999;Kieran, 1992;Taşlıbeyaz, 2010). ...
... At this point, mathematics teaching can be supported with technological materials that have an active role in concretizing the abstract concepts (Celen, 2020;Gelibolu, 2009;Kaput, 1999;Kieran, 1992;Taşlıbeyaz, 2010). Mathematical software enables modeling (Aksakal et al., 2015) and understanding of the problem solving process (Clements & Gullo, 1984;Korkmaz et al., 2015), through the concretization of numerical, algebraic and graphical representations (Azuma, 1997;Zengin, 2019). ...
... Therefore, the first thing before creating a program is to work on its algorithm. Studies show that students who receive programming instruction have higher thinking, creativity and problem solving skills compared to students who do not receive instruction (Clements & Gullo, 1984;Liu et al., 2021). For example, students who learn mathematics with software can look at problems from different perspectives, which leads to more innovative learning (Korkmaz et al., 2015). ...
Individuals learn to develop problem solving strategies and make connections between their mathematical ideas while programming, so they have the opportunity to improve their thinking skills. Scratch provides an environment to experience problem scenarios and encourages them to act out imagination while having fun. The purpose of the study is to investigate the development of reflective thinking skills towards problem solving and computational thinking of elementary school students based on their Scratch instruction. The study used a sequential exploratory design as a mixed method approach with 524 students and 8 mathematics teachers. The results of the study revealed that Scratch significantly strengthened students’ reflective thinking skills for problem solving and computational thinking. Based on the results, the reflective thinking towards problem solving and computational thinking did not vary by gender. In addition, Scratch instruction led to positive reflections in the mathematical learning environment.
... The constructionist approach also encourages them to explore their interests through technologies (Bers, 2008). Additionally, they should investigate domain-specific content learning and practise meta-cognitive, problem-solving, and reasoning skills (Clements & Gullo, 1984). ...
Computational thinking (CT) is one of the skills that are critical for problem-solving in a technology-driven society. Although the importance of CT as a goal in education is increasingly acknowledged, there is scant research on developing pre-service teachers’ CT competencies so that they can integrate CT in their lesson design. In this study, drawing from the experiential learning framework, we discuss the design of a module using a novel approach that is a hybridisation of plugged and unplugged CT approaches. The aim is to facilitate pre-service teachers in making connections between CT and their teaching contexts. Thirty-eight pre-service teachers attended the CT module for twelve weeks. The results indicated that the participants developed better CT competencies by integrating, justifying and reflecting CT in their lesson design. This study demonstrates the importance of providing a practical CT module to conduct unplugged activities for pre-service teachers, especially for those without prior computing knowledge, before introducing CT in the context of programming.
... The constructionist approach also encourages them to explore their interests through technologies (Bers, 2008). Additionally, they should investigate domain-specific content learning and practise meta-cognitive, problem-solving, and reasoning skills (Clements & Gullo, 1984). ...
Computational thinking (CT) is one of the skills that are critical for problem-solving
in a technology-driven society. Although the importance of CT as a goal in education
is increasingly acknowledged, there is scant research on developing pre-service
teachers’ CT competencies so that they can integrate CT in their lesson design. In
this study, drawing from the experiential learning framework, we discuss the design
of a module using a novel approach that is a hybridisation of plugged and unplugged
CT approaches. The aim is to facilitate pre-service teachers in making connections
between CT and their teaching contexts. Thirty-eight pre-service teachers attended
the CT module for twelve weeks. The results indicated that the participants
developed better CT competencies by integrating, justifying and reflecting CT in
their lesson design. This study demonstrates the importance of providing a practical
CT module to conduct unplugged activities for pre-service teachers, especially for
those without prior computing knowledge, before introducing CT in the context of
programming.
... In support of this premise, researchers report that children benefited from programming as it helps the development of computational skills such as collaboration, logical thinking and the organization and evaluation of ideas (Fessakis et al., 2013;Gomes et al., 2018). However, there is some dispute as to how much cognitive development is attributable to computer programming, and other findings suggest that the children's development is constrained by the level of their abstract thinking (Clements & Gullo, 1984). ...
... This indicates that the tasks were difficult for children to accomplish alone, and common problems that were observed were needing help to signal the beginning and end to the route, or forgetting the end point when they were in the middle of a route. It may be that with more practice the children could have become fully independent, or it might be that the children had to remember too many pieces of information on each occasion (Clements & Gullo, 1984). ...
... Palmer (2017) found that many of the participants in her study were able to decompose and produce subsets of instructions when working out routes, while the children in this study attempted to create their algorithms in one attempt. The level of support needed might have been necessary due to the amount of information on the map, the additional task of programming the Bee-Bot was too difficult, or they were unable to process several pieces of information simultaneously (Clements & Gullo, 1984), although two of the oldest children were able to carry out these activities independently. ...
Guided play activities were developed so that coding clubs could promote computational thinking skills in preschool children. The clubs involved fifteen children aged between 2 and 4 years, including a group of children with communication difficulties. The children took part in an action-research scoping study over three coding clubs involving six 45–60-min sessions. The activities were developed to teach computational skills and, ultimately, concepts of programming and coding. The findings suggested that the children began to develop many of the skills necessary for programming and coding as well as computational thinking skills such as collaboration, logical thinking and debugging algorithms. However, they found programming specific algorithms into Bee-Bots complicated and they needed support from adults to direct the robots along routes on simple maps. Overall, the guided play activities could be used in nurseries and preschool establishments to teach early computational thinking skills.
... Yine mevcut araştırma sonucunu destekler nitelikte, Atabay ve Albayrak (2020) tarafından yapılan araştırmada okul öncesi dönem çocuklarının algoritma kavramını öğrenmesinin problem çözme ve sıralı düşünme becerilerini geliştirmesinin yanı sıra kurallara uygun davranma davranışını öğrettiği tespit edilmiştir. Bu sonuca paralel şekilde, Clement ve Gullo (1984) tarafından yapılan araştırmada programlamayı öğrenen çocukların üstbilişsel ve yönergeleri tanımlama yetenekleri açısından daha yüksek performans sergiledikleri ifade edilmiştir. Ayrıca alanyazında, temel algoritma ve kodlamaya yönelik küçük yaşlardan itibaren verilen eğitimlerin sadece bilgisayar derslerinde değil, diğer derslerde ve alanlarda da olumlu katkı sağladığı sonucu (Alıç Akdoğan, 2020; Aytekin vd., 2018;Duncan, Bell ve Tanimoto, 2014;Tağci, 2019) ile geleceğe yön veren önemli bir araç olduğu sonucu (Aytekin vd., 2018;Avcı, 2019;Erten, 2019) Genel olarak temel algoritma ve kodlama eğitiminin ilkokul ve okul öncesinde verilmesine yönelik araştırma sonucu, aynı zamanda erken yaşta çocukların kodlama öğrenebildiklerini ve olumlu sonuçlar elde edildiğini gösteren araştırma sonuçlarıyla da örtüşmektedir (Akyol Altun, 2018;Alıç Akdoğan, 2020;Avcı, 2019;Aytekin vd., 2018;Balcı vd., 2018;Canbeldek, 2020;Demirer ve Sak, 2016;Fessakis vd., 2013;Futschek ve Moschitz, 2011;Göksoy ve Yılmaz, 2018;Odacı ve Uzun, 2017;Parmaksız, 2019;Patan, 2016;Ponsard, 2019;Saygıner ve Tüzün, 2017;Siegle, 2017;Yecan vd., 2017;Yükseltürk ve Altıok, 2015;Yükseltürk ve Altıok, 2016). ...
Bu araştırmanın amacı, temel algoritma ve kodlama eğitiminin ilkokulda verilmesi durumunda hazırlanacak programın ihtiyaçlarına yönelik öğretmen görüşlerini belirlemektir. Nitel araştırma yöntemi kullanılan araştırmada, ihtiyaç analizi yaklaşımlarından analitik yaklaşım benimsenmiştir. Araştırmanın çalışma grubu, 2020-2021 eğitim-öğretim yılında Türkiye’de ilkokul düzeyinde özel okullarda görev yapan ve temel algoritma ve kodlama eğitimi veren 20 öğretmenden oluşmaktadır. Araştırmada, veriler yarı yapılandırılmış görüşme formu aracılığıyla toplanmış ve içerik analizi yöntemiyle analiz edilmiştir. Araştırma sonucunda; öğretmenler temel algoritma ve kodlama eğitiminin özellikle ilkokulda verilmeye başlaması gerektiğini; bu eğitimin ilkokul kademesinde verilmesi durumunda 1., 2. ve 4. sınıflarda başlaması gerektiğini; bu süreçte düşünme becerileri, temel algoritma, problem çözme ve proje üretme ile ilgili hedef/kazanımların kazandırılması gerektiğini belirtmişlerdir. Ayrıca öğretmenler temel algoritma ve kodlama eğitiminin ilkokul kademesinde verilmesi durumunda olması gereken içeriğe, öğrenme-öğretme süreçlerine ve sınama durumlarına ilişkin görüşlerini ortaya koymuşladır. Son olarak, öğretmenler bu eğitim verilirken öğrencilerin sahip olması gereken özelliklere ve bu eğitimi verecek olan öğretmenlerin sahip olması gereken yeterliklere ilişkin görüşlerini belirtmişlerdir.
... It can be seen that taking five years as the unit interval on the abscissa, count the number of years of publication of each paper, and calculate the number of articles published in this interval. In the five years (1980)(1981)(1982)(1983)(1984), there are three studies about programming intervention to promote children's programming ability (Gorman & Bourne, 1983;Clements & Gullo, 1984;Pea & Kurland, 1984). Gorman and Bourne (1983) study proposed that the teaching of computer programming through Logo can improve the logical thinking of primary school students. ...
In the program-driven information age, programming education is concerned by the global education system, which makes the cultivation of children’s programming ability become the focus of attention. However, there is no clear definition of programming ability and teaching model. Through the snowball method, 86 studies from 1980 to 2020 were reviewed. The results showed that K-12 programming ability is defined as a stable personality and psychological characteristic that consisted of metacognition, cognition, operation and communication, including 17 sub-abilities. On this basis, the K-12 programming ability teaching model was constructed by integrating the educational levels, teaching methods, teaching tools, assessment approach in each research. Among them, the programming education of K-12 was committed to cultivate students’ cognitive and operational ability. Additionally, There are most researches on teaching intervention for primary school students. Block-based tools are most widely used in research, and project-based learning and problem-based learning are common teaching methods in current programming teaching, while game-based learning, blended learning and cooperative learning have also become the trend in programming teaching. In the meanwhile, programming testing, observation and interview are widely used in programming teaching. This model provides more scientific and standardized reference and guidance for researchers and teachers, and contribute to significant implication for policy, theory and practice of K-12 programming education.
... På 1980-talet studerade flera forskare programmeringens effekt på mindre barns kognition, metakognitionsförmåga och prestationer, såsom förmåga att kontrollera sin förståelse (t.ex. Clements & Gullo, 1984;Miller & Emihovich;1986). Dessa tidiga försök visade att yngre elevers förmåga att upptäcka inbäddade fel i en kommunikationsuppgift var signifikant större efter träning med LOGO än kontrollgruppens med datorassisterade instruktioner. ...
I många länder världen runt har digitalisering och programmering införts i läroplaner för förskola och grundskola. Under senare tid har flera studier om undervisning i programmering i olika sammanhang genomförts. Dessa studier har oftast haft fokus på elever från 7 år och äldre och det finns få studier som rapporterar om införandet av programmering för barn i förskola och yngre elever i förskoleklass. Denna klyfta hanterar vi i denna studie som fokuserar på programmering och utveckling av elevers datalogiska tänkande i förskoleklass. Hösten 2017 startade Ifous (Innovation, forskning och utveckling i skola och förskola) ett forsknings- och utvecklingsprogram med fokus på utveckling av didaktiska modeller för programmering i utbildningen från förskola till och med grundskolan. Programmet avslutades våren 2020. I detta program deltog skolor från fem skolhuvudmän, Tyresö kommun, Åstorps kommun, Simrishamns kommun, Stockholms stad och Freinetskolan Hugin i Norrtälje. Programmet som sådant innebar viss kompetensutveckling och främjade forskning om programmeringsundervisning från förskoleklass till och med årskurs 9 i grundskolan. I denna artikel presenterar vi hur en lärare arbetade med programmering för att främja datalogiskt tänkande hos elever i förskoleklass under treårsperioden och den erfarenhet som hon förvärvat. I artikeln drar vi slutsatsen att förskoleklasselever med systematisk och tankeväckande didaktisk modellering fullt ut kan utveckla ett antal grundläggande datalogiska färdigheter.
