Programming in primary education: towards a research based assessment framework
Programming in primary education: towards a research based assessment framework
复制标题
初等教育规划：建立基于研究的评估框架
DOI：
10.1145/3421590.3421598
复制
发表时间：
2020
期刊：
影响因子：
--
通讯作者：
Anna Åkerfeldt
中科院分区：
文献类型：
--
作者：
Linda Mannila;F. Heintz;Susanne Kjällander;Anna Åkerfeldt
2017年3月，瑞典政府决定在小学引入数字能力--包括编程。因此，瑞典1-9年级的每一位数学和技术教师都应该将编程融入他们的教学中。此外，瑞典学校法要求教学以科学证据和已证明的经验为基础。因此，除了教师的专业发展外，对课堂编程的不同方面进行研究也是至关重要的。在这篇文章中，我们描述了一个有科学依据的评估学生编程技能的工具的开发过程，这是一个纵向研究项目的一部分，该项目调查了小学生如何学习编程。我们还根据2019年春季进行的一项试点研究，收集了310名学生的数据，提出了与该工具的适用性相关的主要发现。
In March 2017, the Swedish government decided to introduce digital competence - including programming - in primary school. As a consequence, every math and technology teacher in grades 1-9 in Sweden is expected to integrate programming in their teaching. Furthermore, the Swedish school law requires that teaching is based on scientific evidence and proven experience. In addition to professional development for teachers, it is hence crucial to also conduct research on different aspects of programming in the classroom. In this paper, we describe the process of developing a scientifically grounded instrument for assessing students' programming skills, as part of a longitudinal research project investigating how students in primary school learn programming. We also present the main findings related to the suitability of the instrument based on a pilot study conducted in spring 2019, collecting data from 310 students.