Reducing Caribbean's Students' «Code-Phobia» with Programming in Scratch
Camille Berry, Marlon Walcott
Zu finden in: ICER 2019, 2019
In the Caribbean, Information Technology (IT) students have generally performed poorly on the problem solving and programming areas of the Caribbean Secondary Education Certificate (CSEC) Examinations (CSEC Reports, 2015 & 2017) which may have resulted in a generalised phobia of programming careers. IT students' first introduction to coding is delayed until Grade 10 and they have limited time to demonstrate mastery in the high stakes CSEC examination. At this age, the proper steps to solving computer-based problems are not in place, yet students are expected to learn the syntax of a programming language and translate their solutions into a computer program. This puts them at a disadvantage for "completely new job types" (WEForum Report, 2016). Learning is easier when children perceive it as fun. Gamification is a popular methodology in education research (Rahman, Ahmad & Ashim, 2018). Additionally, play has been shown to increase students' IQ (Jamaica Gleaner, August 22, 2018). Therefore, a better approach is to expose children at an earlier age to coding through the user-friendly and fun programming language " Scratch. Studies have shown it to be useful in introducing children to the fundamentals of programming (Ortiz-Colon & Romo, 2016). This should help with developing their critical thinking skills while learning coding principles such as sequencing, algorithms and looping. This study will employ a multi-method approach using surveys, observations and interviews. The findings may be of benefit to policy and practice with regards to the teaching of coding at the CSEC level by reducing "code-phobia' and fostering "code-philia'.
Dieses Konferenz-Paper erwähnt ...
KB IB clear
|GamificationGamification, Problemlösefähigkeitproblem solving skills, Programmierenprogramming, Scratch|
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