Computer Programming in the Primary School
Through this chapter there is two theoretical perspectives in programming which contributes to our understandings of the ways in which technology and programming support individual learning. The first theoretical perspective is 'Constructionist Perspective' (Papert, 1980), which is based on students constructing new knowledge when they are actively engaged in constructing something meaningful.
The second perspective is 'Problematizing', which means to 'wonder why things are, to inquire, to search for solutions and to resolve incongruities' (Hiebert et al., 1996:12). This then sets a challenge for teachers to attend instructional design and select tasks that encourage students to grapple with key concepts and ideas. Problematizing is used in computer programming by using applications such as 'Scratch', as this is celebrated as affording students opportunities for a 'metal workout' of cognitive and collaborative skills.
This can be taught in the classroom by the teacher asking the students to create a game through Scratch, for example, where they have to create a dog that can move across the screen. As it did for myself this will encounter a challenge or problem that result in the students asking questions. This can be helped by programming activities that can challenge the students to suggest solutions and make judgments that are supported by logical thinking and problem solving skills (Clements, 1999; Marshall et al., 2010).
References:
McGann,R., & Leavy,A. (ED.). (2015). Teaching and Learning with ICT in the Primary School (2nd ed.). Abingdon, Oxen: Routledge & New York,NY: Routledge.
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