Unplugged Activities as a Catalyst When Teaching Introductory Programming

Autor/inn/en	Munasinghe, Bhagya; Bell, Tim; Robins, Anthony
Titel	Unplugged Activities as a Catalyst When Teaching Introductory Programming
Quelle	In: Journal of Pedagogical Research, 7 (2023) 2, S.56-71 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Munasinghe, Bhagya) ORCID (Bell, Tim) ORCID (Robins, Anthony)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Learning Activities; Programming; Introductory Courses; Computation; Thinking Skills; Teaching Methods; Mathematics Education; Elementary Secondary Education; Literature Reviews + Suchen Sie Ihr Suchwort? Lernaktivität; Programmierung; Einführungskurs; Denkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematische Bildung
Abstract	An unplugged approach to teaching enables students to explore Computational Thinking without using a computer. It might appear that if students are to learn programming, they should focus on computer-based work; however, it appears that using "unplugged" activities before engaging in computer-based coding (programming) activities for each unit of work leads to better outcomes for students in the same amount of time. In this paper we explore why this could be the case, by reviewing literature that reports on these experiences, and also using different theoretical lenses (Notional Machines, Semantic Profiles, and the Zone of Proximal Development) to analyse how the combination of experiences can engage students. We also explore how the approach integrates with mathematics education. (As Provided).
Anmerkungen	Journal of Pedagogical Research. Duzce University, Faculty of Education, Konuralp Campus, 81620, Duzce, Turkey. e-mail: ijopr.editor@gmail.com; Web site: https://www.ijopr.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01