Attending to Structural Programming Features Predicts Differences in Learning and Motivation

Autor/inn/en	Witherspoon, Eben B.; Schunn, Christian D.; Higashi, Ross M.; Shoop, Robin
Titel	Attending to Structural Programming Features Predicts Differences in Learning and Motivation
Quelle	In: Journal of Computer Assisted Learning, 34 (2018) 2, S.115-128 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Witherspoon, Eben B.) ORCID (Schunn, Christian D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12219
Schlagwörter	Robotics; Computer Science Education; Programming; Units of Study; Instructional Effectiveness; Middle School Students; Student Motivation; Learning; Direct Instruction; Transfer of Training + Suchen Sie Ihr Suchwort? Robotertechnik; Computer science lessons; Informatikunterricht; Programmierung; Lerneinheit; Unterrichtserfolg; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schulische Motivation; Lernen; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Training; Transfer; Ausbildung
Abstract	Educational robotics programs offer an engaging opportunity to potentially teach core computer science concepts and practices in K-12 classrooms. Here, we test the effects of units with different programming content within a virtual robotics context on both learning gains and motivational changes in middle school (6th-8th grade) robotics classrooms. Significant learning gains were found overall, particularly for groups introduced to content involving program flow, the structural logic of program execution. Relative gains for these groups were particularly high on items that require the transfer of knowledge to dissimilar contexts. Reaching units that included program flow content was also associated with greater maintenance of programming interest when compared with other units. Therefore, our results suggest that explicit instruction in the structural logic of programming may develop deeper transferrable programming knowledge and prevent declines in some motivational factors. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01