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Teachers' perception of coding education in coding education- a chinese case study
Runzhi Kong, Gary Wong

Last modified: 2017-05-11

Abstract


Computer is going to heavily influence next generation’s life, study and work field directly and

indirectly. Meanwhile, working market is demanding much more people to engage at IT field or other related field, such as biology industry where research and analysis need to be done with being equipped with computer science knowledge. Papert (1982) mentioned computational thinking at very first stage. With the popular of Wing’s seminal paper (2006) and the development of various user-friendly visual programming tools, computational thinking comes to forefront again. Computational thinking aims let people think like a scientist to solve problems. Lots of recent studies report the experiences about teaching and learning coding, even for young children (Brennan & Resnick, 2012; Falloon, 2016; Sáez-López, Román-González, & Vázquez-Cano, 2016).

Some countries such as US and U.K has already listed coding as the compulsory courses at K-

12 stage in their educational policy. This study will be conducted under the context of Shanghai

where has not listed coding as compulsory course in the stage of K-12.

Teachers who teach coding as the people who have most teaching experience, so that their

perspective on learning environment is useful for investigating the learning environment and better facilitating students’ learning (Fraser, 1982). However, few studies focus on teacher's’ perspective on learning environment including virtual, physical or blended in coding education.

To bridge this gap, this study is expected to understand teachers’ perspectives of how learning environment impact learning and teaching coding in middle school.

This study is based on the framework proposed by Brennan and Resnick. In 2012, Brennan and Resnick presented a framework for studying and assessing CT. Under the context of Scratch, they proposed three essential elements for building CT through coding. These are learning and using computational concepts, computational design practices and displaying computational perspective. To be clear, computational concepts is understanding key ideas of coding, such as loops, events and triggers. Practices focus on how this process is undertaken, this means the sort of strategies and techniques applied by when coding. Computational perspective displayed by students while coding, including viewing coding as a form of creative self-expression,

noting advantages from collaboration and engagement with others, and a developing capacity to question about critique technologies.

Research question are of this study are listed here:

  1. What are the factors in coding learning tools facilitate students learning computational concepts, computational practices and computational perspective respectively?
  2. What types of instructional strategies facilitates students learning computational concepts, computational practices and computational perspective respectively?
  3. If there are certain learning community in school, how learning community facilities students learning computational concepts, computational practices and computational perspective respectively?
  4. What is the evident impact of learning coding from teachers’ perspective? (such as higher order thinking skill that are evident)

This study adopts semi-structured interview. The participants are teachers from a top private school in Shanghai who had previous experience on teaching coding using computer. Which means using unplugged activity to teach coding is excluded from this study. This study aims to interview at least two of them. And use qualitative analysis to analyze the data.