Computer programming in primary schools: Swedish Technology Teachers’ pedagogical strategies

There is a recognized need for research on how to teach computer programming in primary schools in Sweden grades 4–6 (10–12-year-old pupils). Studies of teaching show the importance of teachers’ knowledge of content and pedagogy and how these two parts affect each other (i.e. pedagogical content kno...

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Vydáno v:International journal of technology and design education Ročník 33; číslo 4; s. 1345 - 1368
Hlavní autoři: Bjursten, Eva-Lena, Nilsson, Tor, Gumaelius, Lena
Médium: Journal Article
Jazyk:angličtina
Vydáno: Dordrecht Springer Netherlands 01.09.2023
Springer
Springer Nature B.V
Témata:
Computer programming
Computer Science Education
Computers
Curricula
Do it yourself
Education
Educational Needs
Educational Strategies
Educational Technology
Elementary Education
Elementary School Students
Elementary School Teachers
Elementary Schools
Engineering education
Faculty Development
Foreign Countries
Formal education
Game Based Learning
Grade 4
Inservice Teacher Education
Interviews
Learning and Instruction
PCK
Pedagogical Content Knowledge
Pedagogical strategies
Pedagogy
Personnel training
Primary school
Primary schools
Programming
Science Education
Semi Structured Interviews
Swedishs
Teacher Attitudes
Teacher Educators
Teacher Improvement
Teacher Qualifications
Teachers
Teachers' knowledge
Teaching Methods
Technological Literacy
Technology education
Training
Sweden
Technology education
Computer programming
PCK
Primary school
Pedagogical strategies
ISSN:0957-7572, 1573-1804, 1573-1804
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Shrnutí:There is a recognized need for research on how to teach computer programming in primary schools in Sweden grades 4–6 (10–12-year-old pupils). Studies of teaching show the importance of teachers’ knowledge of content and pedagogy and how these two parts affect each other (i.e. pedagogical content knowledge [PCK]). Most teachers in Sweden have little or no formal education in computer programming, the revised Swedish curriculum requires them to teach it. The aim of this study is to explore the pedagogical strategies teachers use when they teach computer programming. Semi-structured interviews were conducted with 14 participants, comprising 12 teachers and 2 teacher trainers. The data were analysed deductively with themes from previous research. The results show that teachers use eight pedagogical strategies, including three new strategies that have been constructed inductively: do-it-yourself, gamification and progression. These eight pedagogical strategies are mostly general, and teachers may be considered regressed experts, as they lack formal training in computer programming. They facilitate learning in a general sense, but, compared to other subjects, their PCK in computer programming is problematized. In-service teacher training is needed to increase content knowledge, thus enabling to develop PCK in computer programming. It would also be fruitful to deepen our knowledge regarding pedagogical strategies in the PCK domain of computer programming.
Bibliografie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:0957-7572
1573-1804
1573-1804
DOI:10.1007/s10798-022-09786-7