An Investigation into Parent-Child Collaboration in Learning Computer Programming

Autor/inn/en	Lin, Janet Mei-Chuen; Liu, Shu-Fen
Titel	An Investigation into Parent-Child Collaboration in Learning Computer Programming
Quelle	In: Educational Technology & Society, 15 (2012) 1, S.162-173 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Computers; Parent Child Relationship; Cooperation; Programming; Case Method (Teaching Technique); Observation; Interaction; Interviews; Parent Attitudes; Childhood Attitudes; Attitude Measures; Foreign Countries; Elementary School Students; Day Camp Programs; Fathers; Mothers; Daughters; Sons; Taiwan + Suchen Sie Ihr Suchwort? Digitalrechner; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Co-operation; Kooperation; Programmierung; Case method; Fallmethode; Beobachtung; Interaktion; Interviewing; Interviewtechnik; Elternverhalten; Ausland; Mother; Mutter; Daughter; Tochter; Son; Sohn
Abstract	A multi-case study approach was used in this study to investigate how parents and children collaborated with each other when they learned to program in MSWLogo together. Three parent-child pairs were observed directly in a five-day computer camp. Each pair was assigned a total of 33 programming tasks to work on. The observation focused on how parents interacted with their children while they tried to solve the tasks together. Findings from this study indicated that, despite different patterns of interactions exhibited in the three pairs, parent-child collaboration in programming naturally fell into a special form of "pair programming" in which the parent and the child in each pair took the roles of "the reviewer" and "the driver" respectively. As such, children wrote programs in a more systematic and disciplined manner instead of resorting to trial-and-error and tinkering; children spent more time on analysis and design which were considered essential to successful problem solving; the programs they produced were more compact, well-structured, and contained fewer errors. Moreover, children tended to reflect on their solutions more often than if they learned alone. The interviews conducted after the camp revealed that the participating parents and children alike found great pleasure in learning to program collaboratively. In addition, the parents felt that the collaboration enabled them to gain a better understanding of their children and develop a closer parent-child relationship. (Contains 5 tables and 1 figure.) (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10