利用魔笛手效应——通过音乐向六年级学生教授编程的案例

IF 2.1 Q1 EDUCATION & EDUCATIONAL RESEARCH

Informatics in Education Pub Date : 2022-04-24 DOI:10.15388/infedu.2023.06

I. Lavy

{"title":"利用魔笛手效应——通过音乐向六年级学生教授编程的案例","authors":"I. Lavy","doi":"10.15388/infedu.2023.06","DOIUrl":null,"url":null,"abstract":"This paper describes a pilot study that explores students learning how to program via a multi-disciplinary approach. The study participants were eleven 6th grade students who learned programming fundamentals via music activities in a Scratch 3.0 environment. These activities included the programming of familiar melodies and the development of suitable animations or computer games. For that matter, a study unit termed MelodyCode was developed in the spirit of the STEAM education approach and the spiral learning method and included exploration tasks based on individual learning. Via the programming of familiar melodies, they became acquainted with programming concepts such as functions, variables, repetition and control commands, parallel processes, and more. Competitions that win awards were held from time to time, which prompted students to invest efforts in their projects to reach first place and gain the teacher and classmates' appreciation. The study was conducted in the form of action research. The data analysis yielded references to the effect of MelodyCode on common stereotypes students hold regarding programming (masculine profession, necessitates good mathematics knowledge), cognitive aspects (cognitive load, linking music concrete use to abstract programming concepts), and affective aspects (joyful and relaxing class atmosphere, motivation, curiosity, self-efficacy).","PeriodicalId":45270,"journal":{"name":"Informatics in Education","volume":null,"pages":null},"PeriodicalIF":2.1000,"publicationDate":"2022-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Leveraging the Pied Piper effect -The case of teaching programming to sixth-grade students via music\",\"authors\":\"I. Lavy\",\"doi\":\"10.15388/infedu.2023.06\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This paper describes a pilot study that explores students learning how to program via a multi-disciplinary approach. The study participants were eleven 6th grade students who learned programming fundamentals via music activities in a Scratch 3.0 environment. These activities included the programming of familiar melodies and the development of suitable animations or computer games. For that matter, a study unit termed MelodyCode was developed in the spirit of the STEAM education approach and the spiral learning method and included exploration tasks based on individual learning. Via the programming of familiar melodies, they became acquainted with programming concepts such as functions, variables, repetition and control commands, parallel processes, and more. Competitions that win awards were held from time to time, which prompted students to invest efforts in their projects to reach first place and gain the teacher and classmates' appreciation. The study was conducted in the form of action research. The data analysis yielded references to the effect of MelodyCode on common stereotypes students hold regarding programming (masculine profession, necessitates good mathematics knowledge), cognitive aspects (cognitive load, linking music concrete use to abstract programming concepts), and affective aspects (joyful and relaxing class atmosphere, motivation, curiosity, self-efficacy).\",\"PeriodicalId\":45270,\"journal\":{\"name\":\"Informatics in Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.1000,\"publicationDate\":\"2022-04-24\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Informatics in Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.15388/infedu.2023.06\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Informatics in Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.15388/infedu.2023.06","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

摘要

本文描述了一项试点研究，探索学生如何通过多学科方法学习编程。研究参与者是11名六年级学生，他们在Scratch 3.0环境中通过音乐活动学习编程基础知识。这些活动包括编排熟悉的旋律，以及制作合适的动画或电脑游戏。为此，在STEAM教育方法和螺旋学习方法的精神下，开发了一个名为MelodyCode的学习单元，其中包括基于个人学习的探索任务。通过熟悉旋律的编程，他们熟悉了函数、变量、重复和控制命令、并行过程等编程概念。得奖的比赛不时举行，这促使学生们在他们的项目中投入努力，以获得第一名，并获得老师和同学的赞赏。该研究以行动研究的形式进行。通过数据分析，我们发现MelodyCode对学生对编程的普遍刻板印象(男性化职业，需要良好的数学知识)、认知方面(认知负荷，将音乐的具体使用与抽象的编程概念联系起来)和情感方面(愉悦放松的课堂氛围、动机、好奇心、自我效能感)的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Leveraging the Pied Piper effect -The case of teaching programming to sixth-grade students via music

This paper describes a pilot study that explores students learning how to program via a multi-disciplinary approach. The study participants were eleven 6th grade students who learned programming fundamentals via music activities in a Scratch 3.0 environment. These activities included the programming of familiar melodies and the development of suitable animations or computer games. For that matter, a study unit termed MelodyCode was developed in the spirit of the STEAM education approach and the spiral learning method and included exploration tasks based on individual learning. Via the programming of familiar melodies, they became acquainted with programming concepts such as functions, variables, repetition and control commands, parallel processes, and more. Competitions that win awards were held from time to time, which prompted students to invest efforts in their projects to reach first place and gain the teacher and classmates' appreciation. The study was conducted in the form of action research. The data analysis yielded references to the effect of MelodyCode on common stereotypes students hold regarding programming (masculine profession, necessitates good mathematics knowledge), cognitive aspects (cognitive load, linking music concrete use to abstract programming concepts), and affective aspects (joyful and relaxing class atmosphere, motivation, curiosity, self-efficacy).

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Informatics in Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.10

自引率

3.70%

发文量

审稿时长

20 weeks

期刊介绍： INFORMATICS IN EDUCATION publishes original articles about theoretical, experimental and methodological studies in the fields of informatics (computer science) education and educational applications of information technology, ranging from primary to tertiary education. Multidisciplinary research studies that enhance our understanding of how theoretical and technological innovations translate into educational practice are most welcome. We are particularly interested in work at boundaries, both the boundaries of informatics and of education. The topics covered by INFORMATICS IN EDUCATION will range across diverse aspects of informatics (computer science) education research including: empirical studies, including composing different approaches to teach various subjects, studying availability of various concepts at a given age, measuring knowledge transfer and skills developed, addressing gender issues, etc. statistical research on big data related to informatics (computer science) activities including e.g. research on assessment, online teaching, competitions, etc. educational engineering focusing mainly on developing high quality original teaching sequences of different informatics (computer science) topics that offer new, successful ways for knowledge transfer and development of computational thinking machine learning of student''s behavior including the use of information technology to observe students in the learning process and discovering clusters of their working design and evaluation of educational tools that apply information technology in novel ways.