A framework for studying programming teaching in secondary education Okvir za istraživanje nastave programiranja u srednjoškolskom obrazovanju

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Erümit A. K., BENZER A. İ., ŞAHİN G.

Croatian Journal of Education, cilt.22, sa.2, ss.563-595, 2020 (SSCI) identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 22 Sayı: 2
  • Basım Tarihi: 2020
  • Doi Numarası: 10.15516/cje.v22i2.3560
  • Dergi Adı: Croatian Journal of Education
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Linguistics & Language Behavior Abstracts, Sociological abstracts
  • Sayfa Sayıları: ss.563-595
  • Anahtar Kelimeler: Coding, Computer programming, Content analysis, Middle school, Programming teaching
  • Hatay Mustafa Kemal Üniversitesi Adresli: Evet

Özet

This study extensively reviews the literature on teaching programming to middle schoolers, with a qualitative content analysis method, and intends to put forth a research design framework for researchers that will guide them in the processes of planning and designing their research on teaching programming for middle school learners. For access to the relevant literature; the databases were searched by using the following keywords: “computer”, “programming”, and “middle school” together, limiting the findings to the articles published after 2000. As a result, an upward tendency was noted in studies about the teaching of programming at secondary level considering years, most of which are comprised of empirical ones. Also, the existing studies were mostly carried out with 6th graders predominantly employing data collection tools of questionnaires/scales and achievement tests. As for programming tools, Scratch was seen to be the most commonly used one. Although quite a few articles are investigating the context of the programming teaching lesson, some of the studies were found to use programming as a means of teaching mathematics, natural sciences, languages, writing skills, and social sciences. In conclusion, the present study is expected to pave the way for future research by highlighting the overall situation of programming teaching.