Engineering in early learning environments

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An autodidactic programming curriculum application for early education: Pilot studies and improvement suggestions

Informal learning is a research area not fully explored yet [1], but interest in out of classroom learning methods and settings is currently increasing [2], [3]. In parallel to that, the advent of Internet, which allows for a plethora of educational content to be widely shared, seems to be promoting self-directed learning for all ages. Furthermore the rapid technological advancement makes obvious the need to identify opportune times and methods for technology and computer education, starting probably from the very early ages [3] and [4]. This paper presents improvement suggestions after children and teachers piloted a self-teaching programming using an interactive application developed by our research group. The application presents a curriculum that introduces fundamental programming concepts and algorithmic thinking to early elementary school students. The teaching approach is based on parallel use of the self-teaching application, and use of the "Scratch" platform that allows for interaction and experimentation with fundamental but also more advanced programming concepts [5]. The application is interactive, and in parallel with teaching, offers the students developmentally appropriate rubrics for self-assessment [6]. The curriculum proposed, consists of 10 educational modules that address fundamental programming concepts, namely the concepts of algorithmic thinking, well-structured problem solving, assignment of variables, creating of logic diagrams, use of sequential, conditional and repeated instructions, testing and debugging. Every educational module consists of an audiovisual introduction to a game scenario and the Scratch modules the children will need to use, one step-by step solution to the problem, and introduction to a similar game scenario that addresses the same programming concepts as the initial scenario, a self-assessment rubric for the child to use, that again uses developmentally appropriate form of questions and visual elements and requires Yes/No answers. The application was initially developed and piloted as an afterschool activity by 12 3rd graders in an elementary school in Greece [2]. Following that, two 3rd grade teachers also implemented the application in class during regular class hours

Design based learning: Comparative effects on high school student's interest in engineering

Discussion regarding the introduction of engineering into the pre-college classrooms has been advancing and several countries have already started integrated engineering related material, usually through technology, science or computer science courses. A number of important questions emerge around engineering curriculum and pedagogical fidelity, namely, how is content presented, how is it integrated within current educational practices, and how are student dispositions towards engineering content and the profession impacted? Design Based Learning (DBL) seems to be an approach that addresses both the content and the professional aspect of this discussion. It has been argued that following a cyclical design process may assist students in developing cognitive engineering related skills. Regarding motivational effects and interest in the engineering profession, DBL appears to have a positive affect as well [1]. This is a comparative qualitative phenomenological study. The population includes 83 total students, 43 female and 40 male, attending 4 classrooms in the last grade in a public gymnasium, which is the equivalent of a 9th grade. Students in two of the four classrooms followed a standard teacher-oriented computer science (CS) course, whereas the other two received the same content while participating in a computer design project. Qualitative analysis of questionnaires completed by students indicated that those who followed the standard teacher-oriented CS course did not demonstrate significant change in either their motivation towards the content, or towards the profession. Review of students who followed the design project approach revealed that 70% of the students that had a negative disposition towards the content changed their answer to positive, while all students that had a positive disposition towards the content retained it. Regarding their motivation towards the profession, no significant difference was demonstrated in the student's answers. Analysis of open ended questions posed to the students, and factors that appeared to influence their motivation towards content and profession are also discussed in the paper