Computational thinking and coding subject in primary schools: Methodological approach based on alternative cooperative and individual learning cycles
Date Issued
2018-12-04
Author(s)
Vlahu-Gjorgievska, Elena
Videnovik, Maja
Trajkovik, Vladimir
Abstract
Many countries have included or consider to
include computational thinking in their educational curricula.
This creates the need for a carefully planned educational
approach involving different stakeholders as policymakers,
educators and students. These stakeholders are the main carriers
of the educational reforms thus their perspectives create various
challenges and risks. In this paper, we propose a pedagogical
approach of teaching coding through games and gamification of
the learning process. The flipped classroom is used in order to
address the shortcomings in teacher training and deliver learning
outcomes in student-centred, fun and engaging way. Proposed
solution includes a spiral curriculum implemented in 4 cycles that
alternate cooperative and individual learning approach. The
approach was evaluated with more than 199 students from 6
different schools. Evaluation analyses were focused on the
achieved learning experience identifying differences between
male and female students, as well as students with different level
of access to ICT resources. The results confirm the benefits of the
proposed solution.
include computational thinking in their educational curricula.
This creates the need for a carefully planned educational
approach involving different stakeholders as policymakers,
educators and students. These stakeholders are the main carriers
of the educational reforms thus their perspectives create various
challenges and risks. In this paper, we propose a pedagogical
approach of teaching coding through games and gamification of
the learning process. The flipped classroom is used in order to
address the shortcomings in teacher training and deliver learning
outcomes in student-centred, fun and engaging way. Proposed
solution includes a spiral curriculum implemented in 4 cycles that
alternate cooperative and individual learning approach. The
approach was evaluated with more than 199 students from 6
different schools. Evaluation analyses were focused on the
achieved learning experience identifying differences between
male and female students, as well as students with different level
of access to ICT resources. The results confirm the benefits of the
proposed solution.
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