Third Graders Experience on Using an Autodidactic Programming Software:  A Phenomenological Perspective

Aikaterini Bagiati; Chrysoula Florou; Ioanna Kosmopoulou; Elias N. Houstis

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Conference: 2011 ASEE Annual Conference & Exposition
Location: Vancouver, BC
Publication Date: June 26, 2011
Start Date: June 26, 2011
End Date: June 29, 2011
ISSN: 2153-5965
Conference Session: ECE Division Poster Session
Tagged Division: Electrical and Computer
Page Count: 8
Page Numbers: 22.1521.1 - 22.1521.8
DOI: 10.18260/1-2--18546
Permanent URL: https://strategy.asee.org/18546
Download Count: 399

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Paper Authors

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Aikaterini Bagiati Purdue University, West Lafayette

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Having acquired a Diploma in Electrical Engineering and a Masters Degree in Advanced Digital Communication in the Aristotle University in Greece, and after having worked as an educator both in formal and informal settings for 10 years now, I have, since January 2008, started the PhD Program in the School of Engineering Education at Purdue University.
My research interests are : Developmental Engineering;
Engineering in PreK-3; Early Engineering Curriculum Development; Use of Art to enhance Engineering Design; Educational Software; Educational Robotics

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Chrysoula Florou University of Thessaly, Greece

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Chrysoula Florou received the Diploma degree in Computer & Communication Engineering from Department of Computer & Communication Engineering, University of Thessaly, Greece (2009). She also holds a Master's degree in Computer Science and Communication Engineering, University of Thessaly, Greece (2011). She is now a Phd candidate student in the same Department.

Her research interests lie in the areas of technology enhanced learning, Web 2.0 applications for distance learning, and virtual learning enviroments.

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Ioanna Kosmopoulou University Of Thessaly, Greece

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Elias N. Houstis University of Thessaly

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E.N. Houstis is currently a full Professor of Computer Engineering and Communications department at University of Thessaly, Greece, Director of Research Center of Thessaly (CE.RE.TE.TH.), and Emeritus Professor of Purdue University. USA. Most of his academic career is associated with Purdue University. He has been a Professor of Computer Science and Director of the Computational Science & Engineering Program of Purdue University. He is a member of working groups WG2.5 IFIP on mathematical software and European ICT Directors.

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Abstract

3rd graders experience on using an autodidactic programming software: A phenomenological perspectiveThis paper presents an attempt to understand children’s experiences while self teachingprogramming. Interest in informal i.e. out of classroom, learning settings as an emergingeducational research area is increasing. While the full educational potential of such settings is notwell understood, we suspect that their potential could be great. The advent of the internet hasplayed a very crucial role in the growth of informal learning since it allows educational contentto be widely shared, while at the same time promoting self-directed learning beginning from veryearly ages.To investigate these experiences our research group started by developing an interactiveapplication that teaches fundamental programming concepts and algorithmic thinking to earlyelementary school students. To implement this application, we looked for new student-orientedteaching and assessment approaches. Teaching is based on a parallel use of the self-teachingapplication, and the use of the “Scratch” programming platform that allows for interaction andexperimentation with fundamental but also more advanced programming concepts. Theapplication is interactive, provides constant feedback, and in parallel with teaching, offers thestudents developmentally appropriate rubrics for self-assessment. Upon completion of everymodule, and depending on the student’s progress, the application guides him/her to the nextappropriate educational module.The autodidactic application was presented and used in a public elementary school in a city inGreece. Participants in the study were 12 students, 5 boys and 7 girls, attending the 3 rd grade.Students used the application in a series of 10 after class sessions that took place 3 times perweek. Two researchers gave the students an introductory course on how to use the applicationand after that students were to use the application on their own. Data collection included theresearchers’ field notes, questionnaires that were given to students after the completion of the 3 rd,the 5th module, and interviews after the completion of the final module. Qualitative analysis,using a phenomenological framework followed the data collection. Findings showed that 11 outof 12 students felt they had acquired the knowledge and considered themselves able to performsimilar programming tasks. Furthermore students appeared to find the self-teaching approacheasier and gained familiarity with the software quickly. At the same time the more familiaritythey felt they were gaining as a group, the more they preferred to replace the researchers withtheir peers when it came to having a technical or content related question. When it came toaccomplishing the tasks, 3 different learning strategies were identified. Discussing enjoyment,students mentioned they preferred this to other educational software they had seen in the past,because of specific developmentally appropriate audiovisual features used by the application.

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Format

Bagiati, A., & Florou, C., & Kosmopoulou, I., & Houstis, E. N. (2011, June), Third Graders Experience on Using an Autodidactic Programming Software: A Phenomenological Perspective Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18546

TY - CPAPER
AB - 3rd graders experience on using an autodidactic programming software: A phenomenological perspectiveThis paper presents an attempt to understand children’s experiences while self teachingprogramming. Interest in informal i.e. out of classroom, learning settings as an emergingeducational research area is increasing. While the full educational potential of such settings is notwell understood, we suspect that their potential could be great. The advent of the internet hasplayed a very crucial role in the growth of informal learning since it allows educational contentto be widely shared, while at the same time promoting self-directed learning beginning from veryearly ages.To investigate these experiences our research group started by developing an interactiveapplication that teaches fundamental programming concepts and algorithmic thinking to earlyelementary school students. To implement this application, we looked for new student-orientedteaching and assessment approaches. Teaching is based on a parallel use of the self-teachingapplication, and the use of the “Scratch” programming platform that allows for interaction andexperimentation with fundamental but also more advanced programming concepts. Theapplication is interactive, provides constant feedback, and in parallel with teaching, offers thestudents developmentally appropriate rubrics for self-assessment. Upon completion of everymodule, and depending on the student’s progress, the application guides him/her to the nextappropriate educational module.The autodidactic application was presented and used in a public elementary school in a city inGreece. Participants in the study were 12 students, 5 boys and 7 girls, attending the 3 rd grade.Students used the application in a series of 10 after class sessions that took place 3 times perweek. Two researchers gave the students an introductory course on how to use the applicationand after that students were to use the application on their own. Data collection included theresearchers’ field notes, questionnaires that were given to students after the completion of the 3 rd,the 5th module, and interviews after the completion of the final module. Qualitative analysis,using a phenomenological framework followed the data collection. Findings showed that 11 outof 12 students felt they had acquired the knowledge and considered themselves able to performsimilar programming tasks. Furthermore students appeared to find the self-teaching approacheasier and gained familiarity with the software quickly. At the same time the more familiaritythey felt they were gaining as a group, the more they preferred to replace the researchers withtheir peers when it came to having a technical or content related question. When it came toaccomplishing the tasks, 3 different learning strategies were identified. Discussing enjoyment,students mentioned they preferred this to other educational software they had seen in the past,because of specific developmentally appropriate audiovisual features used by the application.
AU - Aikaterini Bagiati
AU - Chrysoula Florou
AU - Ioanna Kosmopoulou
AU - Elias N. Houstis
CY - Vancouver, BC
DA - 2011/06/26
PB - ASEE Conferences
TI - Third Graders Experience on Using an Autodidactic Programming Software: A Phenomenological Perspective
UR - https://strategy.asee.org/18546
DO - 10.18260/1-2--18546
ER -