文章基本信息

标题：Programmer pour s’orienter, s’orienter pour programmer...
本地全文：下载
作者：GAËTAN TEMPERMAN ; CÉLINE DURANT ; BRUNO DE LIÈVRE 等
期刊名称：Review of Science, Mathematics and ICT Education
印刷版ISSN：1792-3999
出版年度：2019
卷号：13
期号：1
页码：73-92
DOI：10.26220/rev.3106
出版社：University of Patras
摘要：Our article focuses on the impact of programming on the development of spatial skills among early elementary school students. Our study is based on an experimental plan that evaluates the effect of two modes of use of the Scratch Jr application: a mode with tangible material to prepare the coding and a mode without this tangible material. Our dependent variables concern the understanding, expression and production of spatial prepositions. Our results tend to show that students make significant progress in both conditions in terms of comprehension and expression. In terms of production, we observe that programming cards allow students to make more progress in this learning than students who do not have them..
其他摘要：Our article focuses on the impact of programming on the development of spatial skills among early elementary school students. Our study is based on an experimental plan that evaluates the effect of two modes of use of the Scratch Jr application: a mode with tangible material to prepare the coding and a mode without this tangible material. Our dependent variables concern the understanding, expression and production of spatial prepositions. Our results tend to show that students make significant progress in both conditions in terms of comprehension and expression. In terms of production, we observe that programming cards allow students to make more progress in this learning than students who do not have them.
关键词：Spatial skills; programming cards; Scratch Jr; tangible material; code learning