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A Physical Computing Approach to the Introduction of Computer Programming among a Group of Pre-Service Teachers

Bibliographic Details
Title: A Physical Computing Approach to the Introduction of Computer Programming among a Group of Pre-Service Teachers
Language: English
Authors: Govender, Reginald Gerald (ORCID 0000-0002-3143-4050), Govender, Desmond Wesley (ORCID 0000-0002-6115-9635)
Source: African Journal of Research in Mathematics, Science and Technology Education. 2021 25(1):91-102.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 12
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Elementary Secondary Education
Descriptors: Programming Languages, Computer Science Education, Preservice Teachers, Undergraduate Students, Relevance (Education), Experiential Learning, Elementary Secondary Education, Robotics, Electronics, Novices, Difficulty Level, Instructional Effectiveness, Concept Formation, Foreign Countries
Geographic Terms: South Africa
DOI: 10.1080/18117295.2021.1924440
Abstract: The emphasis on programming and robotics owing to the unfolding of the Fourth Industrial Revolution on the African continent has led the South African National Department of Education to propose a new subject in Grades R to 9. Hence, the training and development of pre-service teachers is crucial so that they can respond to the skills needed in the Digital Age. This preliminary study set out to explore and gauge pre-service teachers' experiences of programming and robotics. Programming is perceived as being difficult and challenging because of its abstract nature. Block-based programming has gained popularity in introducing the novice to programming concepts. This paper presents a case of nine computer science pre-service teachers from a South African university and their experiences of physical computer programming using Scratch for Arduino. Data was collected from unstructured observations during a practical session followed by a semi-structured group interview. The meaningful implementation of physical computing was supported by Rogers's ("Freedom to learn: A view of what education might become," Charles Merrill, 1969) experiential learning theory. A prominent finding was that physical programming affords the opportunity to learn electronics and programming simultaneously, making programming relevant and interesting. Programming with Scratch for Arduino takes advantage of the fact that an Arduino is a physical device when paired with Scratch, further making these concepts accessible in a concrete manner.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1297271
Database: ERIC
FullText Text:
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PubType: Academic Journal
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IllustrationInfo
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  Data: A Physical Computing Approach to the Introduction of Computer Programming among a Group of Pre-Service Teachers
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  Data: <searchLink fieldCode="AR" term="%22Govender%2C+Reginald+Gerald%22">Govender, Reginald Gerald</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-3143-4050">0000-0002-3143-4050</externalLink>)<br /><searchLink fieldCode="AR" term="%22Govender%2C+Desmond+Wesley%22">Govender, Desmond Wesley</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6115-9635">0000-0002-6115-9635</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22African+Journal+of+Research+in+Mathematics%2C+Science+and+Technology+Education%22"><i>African Journal of Research in Mathematics, Science and Technology Education</i></searchLink>. 2021 25(1):91-102.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Y
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  Data: 12
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  Label: Publication Date
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  Data: 2021
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Programming+Languages%22">Programming Languages</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Science+Education%22">Computer Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Relevance+%28Education%29%22">Relevance (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Experiential+Learning%22">Experiential Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Robotics%22">Robotics</searchLink><br /><searchLink fieldCode="DE" term="%22Electronics%22">Electronics</searchLink><br /><searchLink fieldCode="DE" term="%22Novices%22">Novices</searchLink><br /><searchLink fieldCode="DE" term="%22Difficulty+Level%22">Difficulty Level</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Concept+Formation%22">Concept Formation</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
– Name: Subject
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  Data: <searchLink fieldCode="DE" term="%22South+Africa%22">South Africa</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/18117295.2021.1924440
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The emphasis on programming and robotics owing to the unfolding of the Fourth Industrial Revolution on the African continent has led the South African National Department of Education to propose a new subject in Grades R to 9. Hence, the training and development of pre-service teachers is crucial so that they can respond to the skills needed in the Digital Age. This preliminary study set out to explore and gauge pre-service teachers' experiences of programming and robotics. Programming is perceived as being difficult and challenging because of its abstract nature. Block-based programming has gained popularity in introducing the novice to programming concepts. This paper presents a case of nine computer science pre-service teachers from a South African university and their experiences of physical computer programming using Scratch for Arduino. Data was collected from unstructured observations during a practical session followed by a semi-structured group interview. The meaningful implementation of physical computing was supported by Rogers's ("Freedom to learn: A view of what education might become," Charles Merrill, 1969) experiential learning theory. A prominent finding was that physical programming affords the opportunity to learn electronics and programming simultaneously, making programming relevant and interesting. Programming with Scratch for Arduino takes advantage of the fact that an Arduino is a physical device when paired with Scratch, further making these concepts accessible in a concrete manner.
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  Data: 2021
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  Label: Accession Number
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  Data: EJ1297271
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        Value: 10.1080/18117295.2021.1924440
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      – Text: English
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      Pagination:
        PageCount: 12
        StartPage: 91
    Subjects:
      – SubjectFull: Programming Languages
        Type: general
      – SubjectFull: Computer Science Education
        Type: general
      – SubjectFull: Preservice Teachers
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Relevance (Education)
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      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: Robotics
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      – SubjectFull: Electronics
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      – SubjectFull: Novices
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      – SubjectFull: Difficulty Level
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      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Concept Formation
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      – SubjectFull: Foreign Countries
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      – SubjectFull: South Africa
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      – TitleFull: A Physical Computing Approach to the Introduction of Computer Programming among a Group of Pre-Service Teachers
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