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Programming Literacy Needs to be a Core Content Standard: A Case Study of Teaching 7th and 8th Grade Students Computer Programming
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, Brigham Young University, College of Engineering, United States ; , Brigham Young University, Instructional Psychology and Technology, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Orlando, Florida, USA ISBN 978-1-880094-83-9 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

In an attempt to address shortcomings revealed in international assessments and lamented in legislation, many schools are reducing or eliminating elective courses, applying the rationale that replacing "non-essential" subjects with core subjects, such as mathematics and language arts, will better position students in the global market. However, there is evidence that systematically pairing a core subject with another, complementary subject, may lead to greater overall learning in both subjects. In this paper, we outline the methods and preliminary findings from a study we conducted analyzing the influence learning programming has on student mathematical comprehension and ability. The purpose of this research is to demonstrate in what ways two subjects might complement each other, and to better understand the principles and conditions that encourage what we call lateral transfer, the synergistic effect that occurs when a learner studies two complementary subjects.

Citation

Wright, G. & Rich, P. (2010). Programming Literacy Needs to be a Core Content Standard: A Case Study of Teaching 7th and 8th Grade Students Computer Programming. In J. Sanchez & K. Zhang (Eds.), Proceedings of E-Learn 2010--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 386-390). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). Retrieved February 28, 2020 from .

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