Both previous work and the empirical research of this thesis helped me form the Alternative Teaching Framework (ATMF). I also want to thank my friends Manolis and Asbjorn for correcting parts of this thesis.
INTRODUCTION
- R ESEARCH M OTIVATION
- R ESEARCH G OAL AND Q UESTIONS
- D EFINITIONS
- T HESIS O UTLINE
- S UMMARY
Research Question 2: What are the main benefits of implementing alternative teaching methods in Greek CSE. It describes other teaching and learning frameworks and illustrates alternative teaching practices in CSE.
MAPPING THE TERRITORY
D EFINING THE T ERMINOLOGY
This is a widely used term that can encompass some or all of the above. The focus of this assignment is on the teaching and learning of the discipline of CS, purely for theoretical purposes.
S KILLS AND C HARACTERISTICS
Also, many assume that CS is the "T" in STEM, but that is not the case. Finally, it shares with scientific thinking in the way one approaches the understanding of computability, intelligence and therefore the behavior of the human mind.
T AXONOMY FOR CSE
In order for someone to use a computer expressively, she needs to know what its capabilities and limitations are. A simple way to think about this is that it teaches children how to create new technology instead of just being technology consumers [3].
S UMMARY
This chapter highlights some of the teaching and learning issues such as theories, models and taxonomies that are well known in the field of CSE. Then, all known teaching strategies, approaches and methods used in CSE, traditional and alternative, are presented.
T HE T EACHING
81] examined the relationship between CS teachers' content knowledge and PCK as they transitioned from procedural programming to object-oriented programming. 81] recommended that allowing CS educators to simulate a lab session and understand student pressures in this context could improve their understanding of the content knowledge and encourage them to develop initial PCK .
T HE L EARNING
In particular, his idea of the 'zone of proximal development' (ZPD) is considered very important (Figure 4). The result is that the learning process can begin at any of the four points in the cycle.
T RADITIONAL S TRATEGIES
Most subjects are not objective, and since the instructor stands as the highest authority in the room, the tighter rote structure only presents perspectives on the matters at stake [130]. Therefore, the reliance on the traditional lecture as the main form of student learning has been criticized and new alternative teaching methods are needed.
A LTERNATIVE M ETHODS
- Peer Learning
- Problem Based Learning
- Project-Based Learning
- Studio-Based Learning
- Inquiry-Based Learning
- Process Oriented Guided Inquiry Learning
- Team Learning
- Game-Based Learning
- Educational Robotics
- Non-textual programming
- Contextualized Learning
- CS Unplugged
- Subgoal Learning
- Parson's Programming Puzzles
- Extreme Programming
- Program Visualization
- Competency-Based Learning
- Social Networks for Assisted Learning
- Emerging Technologies
However, one of the main problems in implementing Problem-BL is the lack of a good set of problems. 412] proposed a personalized game-based learning approach based on the sequential/global dimension of learning style [129].
S UMMARY
THE FRAMEWORK
A NEW CONCEPTUAL F RAMEWORK
Therefore, the purpose of the ATMF is to address this gap and to serve as a guide or scaffold for educational researchers entering the field of teaching and learning research in CSE. The selection of the frameworks presented in this chapter is intended to provide a selective but broad picture of what is available today and of how teaching is conducted and conceptualized.
T HE F RAMEWORK ’ S P RINCIPLES
The process both reveals the learning difficulties associated with traditional teaching methods and highlights the key benefits of ATM.
R ESEARCHING - O THER F RAMEWORKS AND M ODELS
- The Model of Educational Reconstruction
- The Framework for Teaching
- First Principles of Instruction
- The K-12 CS Framework
- Taxonomies
- Learning Technology System Architecture
The components of the classroom environment consist of the interactions that occur in a classroom that are non-instructional. Furthermore, the concepts and practices of the K-12 CS Framework are not detailed lesson plans and activities in the form of curriculum.
A NALYSIS - C ONCEPTING
Content: The components of the Dimension 3 reflect process workflows of teaching and learning theories (sections 3.1 and 3.2) and of the alternative teaching methods as. Evaluation: This dimension addresses the outcomes of the teaching and learning processes, which deal with assessment and evaluation.
S HAPING THE F RAMEWORK
In addition, the instructor must engage students in their own growth and guide their decision-making. The overall goal is to guide instructors in developing integrated, interrelated knowledge to effectively implement ATM in teaching.
S UMMARY
Finally, in terms of student preferences, the majority wanted to have more courses taught using active learning methods. In section 5.1, we present the background of active learning in CSE and aspects of the Greek education system.
I NTRODUCTION
- CS in the Greek Secondary Education
In addition, the students in the current study were also involved in PT (extensively described in section 3.4). Finally, in the present study, the aspect of PA (extensively described in section 3.4) was also investigated.
M ETHOD
- First Experimental Condition
- Second Experimental Condition
- Third Experimental Condition
What do we mean by the expression "The computer is a new way/means of communication". 34 Student works can be found online (in Greek) at www.ict.mysch.gr/?q=node/6. the narration that was done in the classroom and in real time) is available online35.
R ESULTS
We also ran a Mann-Whitney test to evaluate the interest of student responses. The Mann-Whitney test was used to evaluate the learning of the students in groups A and B.
D ISCUSSION
Furthermore, students in the two experimental conditions showed higher levels of engagement, especially the students in the collaborative learning class. In particular, the teachers in the two alternative education classes observed students' positive attitudes toward creativity, critical thinking, collaboration, and communication.
C ONCLUSIONS
589] conclude in their study that active learning is more appropriate when students already have a foundation in a certain subject matter, which means that alternative teaching methods should accompany a carefully designed construction process. Furthermore, it is necessary to consider collaborative activities that energetically engage the student and increase learning motivation.
E LEMENTS IN THE ATMF
From the same dimension, the fifth element of the component on “Time Constraints” arising from the education system is highlighted. Moreover, from the same dimension (3), both traditional lecture and alternative education were used (elements 1 and 2 from component 3b).
S UMMARY
Moreover, from the third dimension, the element “Relationships with other subjects” from component 3a is emphasized. This chapter presents qualitative and quantitative data collected during one academic term, following the use of Facebook as a teaching tool in higher education, and explores ways in which SN can be used in teaching and learning.
I NTRODUCTION
Social networks (SN) seem to play an important role in the lives of young adults and students. Nevertheless, student behavior shows that Facebook has grown into an important learning platform for education [600].
M ETHOD
In addition to possible cultural differences, students' personality characteristics, such as cognitive style, are also taken into account. To study the possible effects of Facebook use on students' learning performance and how that practice might be influenced by students' personalities, cognitive style was used.
R ESULTS
The instructor also noticed significant differences in Facebook use between girls and boys. In the first question, most students reported that using Facebook helped them feel closer to the University.
D ISCUSSION AND C ONCLUSIONS
Another two students began that they felt closer to the instructor and motivated to learn. In addition, the students form a different opinion of the instructor based on the songs and videos".
E LEMENTS IN THE ATMF
RS2 found some gender differences from Facebook use and furthermore the traditional Greek education system remains an important factor for such alternatives. From the same dimension, for the elements related to the teacher, attitudes towards alternative teaching methods are mentioned.
S UMMARY
The results of the study are presented in section 7.4, while section 7.5 summarizes the most important conclusions. Finally, section 7.6 presents the elements that this study has improved during the design of the ATMF.
I NTRODUCTION
This chapter 39 is a case study on the use of educational digital games for elementary school students and deals with games that promote algorithmic thinking as well as the basic principles of programming. The study (RS3) involved 94 young students working in pairs (Pair Programming) and trying to solve puzzles from the code.org website during their visit to the Peloponnese University in connection with the European Code Week.
E UROPEAN C ODE W EEK
Learners are able to learn programming without keeping in mind how to use syntax, but simply by focusing on the rationale of how to write programs.
M ETHODOLOGY
One student in each pair would have the role of the guide, who controls the mouse and keyboard. Hypothesis (H3) – students would prefer to work in pairs during programming and have the feeling that they learn better when they collaborate.
R ESULTS
Also, most students expressed the desire for a repetition of similar actions in the future (88.3%). According to the students' answers, the majority (56.4%) preferred to work together with a fellow student on the computer for programming through games.
C ONCLUSIONS
During these three weeks, most students did not connect to their created accounts at all. On the other hand, the integration of digital games into school environments can improve the school image in the eyes of students [630] and lead to long-term effects.
E LEMENTS IN THE ATMF
Our future research will focus on developing a theoretical framework for digital games for CS and their inclusion in formal education. Learning to code from an early age can very well enhance students' success in any 21st century career, and in this case, digital games can be a fundamental tool in this endeavor.
S UMMARY
Subsequently, section 8.4 (methodology) describes the procedure and design, the participants and the instrumentation used for the study. The findings of the study are presented in Section 8.5, while they are discussed in Section 8.6.
I NTRODUCTION
This research study is structured as follows: Sections 8.1 and 8.2 provide the background of the study with a review of relevant literature. This study is structured as follows: Section 8.2 provides the background of our study with a review of relevant literature.
B ACKGROUND
492] emphasize the importance of the teacher's perspective, as a subject can be accessed at many different levels. Finally, there are certain factors that influence students' motivation to participate in first aid activities, such as ease of use and perceived usefulness, along with the intensity of the educational experience they provide [640].
T HE R ESEARCH
In Greek primary education, CS is taught in selected schools with a reformed curriculum (called EAEP: FEK 804/2010). Examination/Certification: CS courses in Greek primary and secondary education do not lead to any certification.
M ETHODOLOGY
The majority of participants had an IT background in higher education and most of them had long teaching experience. However, due to its qualitative nature, the sample was sufficient for the purposes of the study.
F INDINGS
Some teachers also felt that students were motivated by the collaborative nature of the activities during preparation for the competition (4 examples). Specifically, half of the teachers (N=9) mentioned that boys are more interested in robotics than girls (6 were neutral and only 3 disagreed).
D ISCUSSION
T12: It was very difficult to find sponsors to cover the costs of the Robot Olympiad. As expected, the majority of participants believe that robotics in education is necessary.
C ONCLUSIONS
Although there are different opinions about the age of the children who should be involved in robotics, the need for technological improvement seems to be recognized by teachers and society alike. In addition, half of the teachers who participated in our study believe that ER interests boys more than girls.
E LEMENTS IN THE ATMF
Previous research shows that robotics is an approach to teach our students better, but this study can be seen as a snapshot from the limited use of ER in Greek schools. From the third dimension, the element "Relations to other subjects/disciplines" (5) from component 3a is also highlighted.
S UMMARY
Is there any relationship between students' cognitive style and the ability to learn programming through serious games. The study (RS5) investigated students' attitudes towards game activities to reveal the quality of their learning experience.
I NTRODUCTION
- Background work and research hypotheses
- The game activities
In addition, there seems to be a lack of studies that combine GBL and the use of games for learning programming with the cognitive style of young students within different cultural backgrounds. From the above, there seems to be a lack of studies that combine GBL and the use of games for programming (not game design) with the cognitive style of young students.
M ETHOD
- Context
- Participants
A brief explanation of the key concepts taught by the games, as well as the basic blocks used, is in the extras section. In order to access the basic computer knowledge of the participants, a special question was included in the questionnaire that required an assessment of their computer experience and skills.
- Research design
- Procedure
- Measures and data analysis
- Research Findings
In addition, the majority of students believed that by playing games they acquired some basic principles of programming (65%) and want to repeat similar actions in the future (72.8%) (Figure 83). As a result, H1 is supported that games (“K-8 Intro to CS”) can positively influence student learning and motivation and provide a high-quality learning experience.
- Research design
- Procedure
- Measures and data analysis
- Research Findings - Results
Regarding the fourth dimension, Judging-Perceiving, there was a significant correlation between students' perception of acquiring basic programming skills from GBL, x2(4, N p=.000 (Figure 88). For the same cognitive dimension (J-P) .a significant correlation was found between students' perspective on learning effectiveness of basic programming skills and playing computer games, x2(4, N p=.024 (Figure 88).
- Research design
- Procedure
- Measures and data analysis
- Research Findings - Results
In our effort to investigate potential students' differences on their performance of the game activities as far as cognitive style is concerned, we conducted a study that correlates students'. These tests were used to investigate potential initial correlations regarding students' performance of games and their cognitive style.
A DDITIONAL FINDINGS
A significant relationship between the preferences Extraversion-Introversion and the overall progress achieved by students playing the computer games was found, x2(3, N p=.002 (Figure 91). In addition, there was a significant relationship between the preferences.Perception and the overall progress achieved by students playing the computer games, x2(3, N p=.016 (Figure 91).
D ISCUSSION
Furthermore, Sensors believe that they can learn basic programming skills by playing computer games, more so than people with high intuition. Finally, it was found that the Judgers spent significantly more time playing computer games, which could strengthen the finding that they achieved better performance with games.
C ONCLUSIONS
- Guidelines for curricula, game designers and teachers
- Limitations
- Future Work
The importance of the present work lies in the fact that other influential factors emerged such as cognitive style. The attitude post-test seems to confirm the popularity of the intervention, which may also be due to the novelty effect.
E LEMENTS IN THE ATMF
In addition, a follow-up study could focus on studying student roles, preferences, and behavior while targeting a broader range of participants from multiple schools. Possible correlations between students' school performance and gaming performance appear to suit some students better.
S UMMARY
From component 4b, the first element is mentioned about assessment method, since an empirical evaluation method was used.
CLOSING
- S UMMARY OF FINDINGS
- Characteristics and Strengths of ATM
- Research studies of this thesis
- The ATMF
- C ONTRIBUTIONS AND I MPLICATIONS
- F UTURE D IRECTIONS - F INAL R EMARKS
- T HESIS P UBLICATIONS
- E XPERIMENT M ATERIALS OF RS 1
- Students Test and Questionnaire (in Greek)
- E XPERIMENT M ATERIALS OF RS 2
- Instructor’s Diary of use
- E XPERIMENT M ATERIALS OF RS 3
- Instructions to parents (In Greek)
- E XPERIMENT M ATERIALS OF RS 5
- Student Questionnaire (In Greek)
- MBTI Questionnaire (In Greek)
- Key concepts of the Games used
SBL is an applied approach to computer science teaching and learning that emphasizes the repetition of computational thinking, critical analysis, collaboration, and communication skills. The careful design of the items in the puzzles allows the instructor to highlight specific topics and common programming errors.
