Teachers' Experiences of using PRIMM to Teach Programming in School
Teachers' Experiences of using PRIMM to Teach Programming in School
复制标题
教师使用PRIMM在学校教授编程的经验
DOI：
10.1145/3287324.3287477
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发表时间：
2019
期刊：
影响因子：
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通讯作者：
Maria Kallia
中科院分区：
文献类型：
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作者：
Sue Sentance;Jane Waite;Maria Kallia
PRIMM 是一种在 K-12 中教授编程的方法，它有目的地促进课程结构。 PRIMM 代表预测-运行-研究-修改-制作，借鉴了编程教育的最新研究成果。特别是 PRIMM 方法认识到，从现有代码开始并能够解释它的作用可以让新手程序员有信心编写自己的程序。使用 PRIMM 方法，教师可以为学生设计支架式和有针对性的任务，这有助于促进理解，特别是对于那些以前可能难以理解编程概念的学生。在这篇技术论文中，我们探讨了 PRIMM 是什么，以及教师在课堂上使用该结构的经验。 PRIMM 材料已在学校进行了一项研究，涉及约 500 名 11 至 14 岁的学生。通过对 9 名参与教师的采访，我们发现教师特别看重 PRIMM 中采用的协作方法、课程结构以及区分资源的方式。我们认为 PRIMM 是一种可以在编程教育以及教师培训的各个阶段采用的方法。
PRIMM is an approach to teaching programming at K-12 that facilitates the structure of lessons in a purposeful way. PRIMM stands for Predict-Run-Investigate-Modify-Make, and draws on recent research in programming education. In particular the PRIMM approach recognises that starting with existing code and being able to explain what it does gives novice programmers the confidence to write their own programs. Using the PRIMM approach, teachers can devise scaffolded and targeted tasks for students which helps engender understanding, particularly for those who may have previously struggled to understand programming concepts. In this techniques paper, we consider what PRIMM is, and the experiences that teachers have had of using the structure in the classroom. PRIMM materials have been trialled in schools in a study involving around 500 students aged 11-14. From interviews with nine participating teachers we have found that teachers particularly value the collaborative approach taken in PRIMM, the structure given to lessons, and the way that resources can be differentiated. We propose that PRIMM is an approach that could be adopted in all phases of programming education as well as in teacher training.