Programmering som ett verktyg för lärande - Lärares uppfattningar om programmeringens bidrag till andra ämnen
Sammanfattning: The National Agency for Education has been commissioned bythe government to introduce programming at school, especially inmathematics education. Papert (1984) has described programmingas a thinking tool. He had a wider vision than just applying it tothe mathematics education, although much of his research was inmathematics. The question then becomes, how can programmingbe used as a tool for thinking beyond mathematics? To investigatethis, teacher’s thoughts of using programming as part of theteaching have been collected. They have been asked aboutopportunities and challenges in this subject. They have also beenasked how the teaching in programming can be designed, focushas been on looking at transfer effects to other subjects. The datacollection has taken place through a focus group, where theteachers have reflected on programming exercises and aquestionnaire where the teachers have describe their views. Thesetwo methods were followed by an interview to evaluate the data.The result shows that when teachers have learned to program andimplement it in their teaching, they are more positive aboutprogramming. They also see more opportunities to useprogramming in different ways. For example to vary theprogramming education, and they can also use it as a teachingtool in other subjects. However, they have difficulties to describeexactly how to do it. But when they have been shown differentexercises they saw more possibilities. To facilitate this process, amodel has been presented that classifies the ability ofprogramming to contribute to other subjects. The model has 5levels: pure programming, programming + environment, parts ofcomputational thinking, programming as tool, programing todiscover connection. The essay is to be seen as a preliminarystudy and a possible approach to this area.
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