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Using educational programming languages to enhance teaching in computer science

Smith D., Lameras P., Moumoutzis Nektarios

Πλήρης Εγγραφή

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Περίληψη

This paper examines whether embedding the use of an ‘Educational Programming Language’ (EPL) in a viable learning process can be effectively applied to the study of computer science in schools. Utilising technology to enhance learning and motivate children remains at the forefront of financial and strategic planning as the tiers of the education community research trial and process various methodologies to effectively enhance learning. Integrating technology in the school curriculum satisfies many demands from requiring schools to be more effective (Afshari et al., 2007) to investing in a country’s knowledge future (Venezky & Davis, 2002). Yet technology as an add-on has been haphazard in its effect depending more on individuals for successful adoption in schools and has led organisation to start using technology within sound pedagogical frameworks to realise effective practice. Technical adoption in a pedagogical context has a profound impact on learning (Straub, 2009) and reflects the purpose of this paper as it examines the impact of a European project on the study of computer science in schools. The project (pSkills) explores the use of EPLs within a pedagogical framework that support the adoption of inquiry-based and problem-based learning for enhancing students’ programming skills. One of the main challenges facing computer science teachers in the current curriculum is the level of complexity due to the abstract nature of programming languages. The current computer science strategy has limited the development and hence availability of pedagogic approaches and assistance to computer science teachers. This scenario contributes to teachers’ limited knowledge about pedagogical types and their uncertainty about the most appropriate pedagogy to deploy for a curriculum theme. Arguably used in isolation the EPL, as with other technologies, has a limited appeal for students, short-lived due to its disconnectedness with a curriculum purpose. However, it has been found that teachers can encourage students to inquire and research by experimenting and utilising technology in a pedagogical context that incorporates models which foster autonomous, independent learning, where learners are able to work individually and in groups as well as applying their knowledge into real-world simulations. The development of a pedagogically rich approach to use EPLs for enhancing computer science teaching is at the forefront of the pSkills project. This paper examines the results of a quantitative survey completed by computer science teachers across four countries about using EPLs to enhance student learning within a pedagogical framework. Further to this, the paper outlines the criteria for the selection of EPLs and along with the survey results, details their combined impact on the development of learning scenarios and the design of a recommended computer science curriculum. A discussion of the training framework to incorporate the learning scenarios concludes this paper with some implications for the way forward.

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