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A conceptual model of what programming affords secondary school courses in mathematics and technology
Mid Sweden University, Faculty of Science, Technology and Media, Department of Communication, Quality Management, and Information Systems (2023-).
2023 (English)In: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 28, no 8, p. 10183-10208Article in journal (Refereed) Published
Abstract [en]

Due to increased need of professionals on the future labour market with competence in programming, many countries have integrated programming in kindergarten to grade 12 (K-12) education. In 2017, programming was integrated in Swedish primary and secondary school curriculum and the courses of Mathematics and Technology. Research has highlighted challenges in integrating programming and other new technologies, and the need for better teacher support. The aim of the study was to examine what programming affords secondary school courses in Mathematics and Technology according to teachers that use programming in these two courses. The study was conducted with a qualitative approach and collected data through interviews with 19 teachers that use programming in secondary school courses of Mathematics and/or Technology. Thematic analysis with inductive-deductive approach was used to analyse the collected data. Theory of Affordances was used to identify themes of interests in the collected material and group these into categories. Ten programming affordances are identified in this study: 1) flexibility, 2) creativity, 3) efficiency, 4) visualisation, 5) fun, 6) curiosity, 7) play, 8) holistic views, 9) fearlessness, and 10) interdisciplinary collaborations. Through discussion and comparison with previous research, these programming affordances are found to relate to three aspects of teaching and learning in secondary school Mathematics and Technology: A) support course content and learning, B) facilitate engagement and motivation, and C) foster developmental skills. The study concludes with a suggestion for a conceptual model on what programming can afford school courses in Mathematics and Technology, based on the findings of the study. Findings can be used by teachers, policymakers and other stakeholders in the integration and design of programming in secondary education.

Place, publisher, year, edition, pages
2023. Vol. 28, no 8, p. 10183-10208
National Category
Computer and Information Sciences
Identifiers
URN: urn:nbn:se:miun:diva-46678DOI: 10.1007/s10639-023-11577-zISI: 000919835300004Scopus ID: 2-s2.0-85146779004OAI: oai:DiVA.org:miun-46678DiVA, id: diva2:1720256
Available from: 2023-01-24 Created: 2022-12-19 Last updated: 2023-08-14Bibliographically approved
In thesis
1. Programming in grade 7-9: Action possibilities and constraints from the perspective of mathematics and technology teachers
Open this publication in new window or tab >>Programming in grade 7-9: Action possibilities and constraints from the perspective of mathematics and technology teachers
2023 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The idea of using programming in fields outside of computer science is not new, but it has received renewed attention with the global trend of integrating programming in school curricula. In the Swedish context, mathematics and technology teachers for grades 7-9 have been significantly affected by the integration of programming. Previous research has highlighted the opportunities and challenges presented by this integration and shown that programming is a relevant skill for students to acquire, but it also shows that teachers often lack knowledge, skill and guidance for this integration. The knowledge object of the thesis is to develop knowledge about teachers’ perceived affordances (action possibilities) and constraints in using programming in grade 7-9 mathematics and technology. The thesis includes five papers and uses a qualitative approach to identify action possibilities and constraints of using programming in grade 7-9 mathematics and technology. These action possibilities and constraints relate to three aspects of teaching and learning: subject content, motivation and engagement, and digital competence. Together, the findings provide a conceptual model for what programming can be used for in grade 7-9 mathematics and technology. This conceptual model, which incorporates action possibilities and constraints of programming related to the three aspects of teaching and learning mentioned above, represents the contribution of the thesis. The thesis provides new insights into the understanding of teachers’ use and perceptions of programming for teaching and learning in grade 7-9 mathematics and technology (the study object). The thesis also has practical implications for the future design of professional development courses on programming for teachers and how programming should be used and integrated in an educational context.

Abstract [sv]

Idén att använda programmering i fler områden än datavetenskap är inte ny, men det har aktualiserats igen med den globala trenden att integrera programmering i skolans läroplan. I Sverige har årskurs 7–9 lärare i matematik och teknik varit särskild berörda av integreringen av programmering. Tidigare forskning visar både möjligheter och utmaningar, till exempel att programmering är en relevant färdighet men att lärare ofta saknar kunskap, kompetens och vägledning i att genomföra integreringen. Med affordances som teoretisk lins har kunskapsobjektet i avhandlingen varit att utveckla kunskap om lärares upplevda handlingsmöjligheter och begränsningar i att använda programmering för matematik och teknik i årskurs 7–9. Med kvalitativ ansats och fem inkluderade studier har avhandlingen identifierat flera handlingsmöjligheter och begränsningar med programmering för matematik och teknik i årskurs 7–9. Dessa relaterar till tre aspekter av undervisningen: ämnesinnehåll, motivation och engagemang, samt digital kompetens. Tillsammans bildar detta en konceptuell modell över vad programmering kan användas till i årskurs 7–9 matematik och teknik. Den konceptuella modellen, som inbegriper handlingsmöjligheter och begränsningar med programmering relaterat till tre aspekter av undervisning, utgör avhandlingens bidrag. Avhandlingen bidrar med nya insikter om lärares användning och upplevelse av programmering för matematik- och teknikundervisning i årskurs 7–9 (studieobjektet). Avhandlingen har även praktiska implikationer för design av fortbildningskurser i programmering, samt programmeringens användning och integration i skolan.

Place, publisher, year, edition, pages
Sundsvall: Mid Sweden University, 2023. p. 104
Series
Mid Sweden University doctoral thesis, ISSN 1652-893X ; 382
National Category
Computer and Information Sciences
Identifiers
urn:nbn:se:miun:diva-46677 (URN)978-91-89341-85-2 (ISBN)
Public defence
2023-01-19, F234, Kunskapens väg 8, Östersund, 10:00 (English)
Opponent
Supervisors
Note

Vid tidpunkten för disputationen var följande delarbete opublicerat: delarbete 4 accepterad.

At the time of the doctoral defence the following paper was unpublished: paper 4 accepted.

Available from: 2022-12-19 Created: 2022-12-19 Last updated: 2022-12-20Bibliographically approved

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