Visual Programming as a Tool for Developing Knowledge in STEM Subjects : A Literature Review
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| Název: | Visual Programming as a Tool for Developing Knowledge in STEM Subjects : A Literature Review |
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| Autoři: | Stolpe, Karin, PhD, 1981, Hallström, Jonas, 1969 |
| Zdroj: | Programming and Computational Thinking in Technology Education: Swedish and International Perspectives International Technology Education Studies. :130-169 |
| Témata: | Visual programming, STEM subjects, Learning, Literature review |
| Popis: | There is currently a trend toward introducing computational thinking in schools, and one popular tool to carry this out is through visual programming. A literature review focusing on visual programming and its effects on learning is still lacking, however; especially in STEM (science, technology, engineering, and mathematics) subjects. The aim of this literature review is to investigate and synthesise the findings of research studies on what students potentially learn in STEM subjects from visual programming. Database searches resulted in 25 studies that were analysed qualitatively. Results showed that by engaging in visual programming students do learn to code, but several basic programming concepts are still challenging. Visual programming for learning in STEM subjects is limited concerning science education, whereas it seems as if visual programming could work as a methodical glue for other STEM subjects. By introducing visual programming, our findings indicate that mathematics, technological, and engineering knowledge and skills, as well as basic programming knowledge and skills, are practised and reinforced. However, teachers need to be aware of which competences are in play in the specific teaching and learning modules, in order to support students’ learning. |
| Popis souboru: | electronic |
| Přístupová URL adresa: | https://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-198608 https://libris.kb.se/bib/1jpx587nzql432ld |
| Databáze: | SwePub |
Nájsť tento článok vo Web of Science | Abstrakt: | There is currently a trend toward introducing computational thinking in schools, and one popular tool to carry this out is through visual programming. A literature review focusing on visual programming and its effects on learning is still lacking, however; especially in STEM (science, technology, engineering, and mathematics) subjects. The aim of this literature review is to investigate and synthesise the findings of research studies on what students potentially learn in STEM subjects from visual programming. Database searches resulted in 25 studies that were analysed qualitatively. Results showed that by engaging in visual programming students do learn to code, but several basic programming concepts are still challenging. Visual programming for learning in STEM subjects is limited concerning science education, whereas it seems as if visual programming could work as a methodical glue for other STEM subjects. By introducing visual programming, our findings indicate that mathematics, technological, and engineering knowledge and skills, as well as basic programming knowledge and skills, are practised and reinforced. However, teachers need to be aware of which competences are in play in the specific teaching and learning modules, in order to support students’ learning. |
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| DOI: | 10.1163/9789004687912_007 |