An Educational Coding Laboratory for Elementary Pre-service Teachers: A Qualitative Approach
DOI:
https://doi.org/10.3991/ijep.v6i1.5364Keywords:
Learning, learning-teaching methodologies, advanced technology-enhanced settings, design of educational setting, project-based learning, education, higher education, HCI, coding, Scratch, High Order Think Skills.Abstract
The present study involved 64 pre-service teachers in a first experience of coding with the software Scratch, foreseeing its qualitative evaluation. In particular, the procedure in the laboratorial setting was designed as follows: firstly, subjects attended theoretical lessons on the use of the software, ideated and implemented an educational app. Afterwards, subjects wrote a report on the negative and positive aspects of their laboratorial experience. The analysis of results show that pre-service teachers appreciated the collaborative work, the freedom to code an app following their own interests, and the use of an engaging software. A constant concern regarding teachers’ self-efficacy as future mentors was present. Further quantitative studies are necessary.
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Published
2016-02-22
How to Cite
Vaca Cárdenas, L. A., Tavernise, A., Bertacchini, F., Gabriele, L., Valenti, A., Pantano, P., & Bilotta, E. (2016). An Educational Coding Laboratory for Elementary Pre-service Teachers: A Qualitative Approach. International Journal of Engineering Pedagogy (iJEP), 6(1), pp. 11–17. https://doi.org/10.3991/ijep.v6i1.5364
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