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Practical Example of Programming Education at Public Elementary School in Japan with Attitude Survey of Students and Teachers
PROCEEDING

, Ibaraki University, Japan ; , The Open University of Japan, Japan ; , , Kanazawa Seiryo University, Japan

EdMedia + Innovate Learning, in Washington, DC ISBN 978-1-939797-29-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

In this paper, we discuss 2 following topics. We made an attitude survey at elementary schools where they already have carried out programming education continuously. 1). How do the students think about programming class? 2). What is the pros and cons that make teachers be insecure or have expectations to programming education? At school where they already have been doing programming education continuously, ·Students deal with programming education positively. ·The result of Question 3 (about effective) was consistent with their evaluation. Teachers at school with the same condition think about programming education the way as follows. ·Teachers expect programming education to cultivate their students’ abilities of logical thinking. Some teachers have already noticed its effectiveness. ·At the same time, not all the teachers have confident in their ICT skills and how to perform programming education. They don’t understand how to evaluate the students in programming education.

Citation

Kobayashi, Y., Nakagawa, H., Murai, M. & Sato, Y. (2017). Practical Example of Programming Education at Public Elementary School in Japan with Attitude Survey of Students and Teachers. In J. Johnston (Ed.), Proceedings of EdMedia 2017 (pp. 645-649). Washington, DC: Association for the Advancement of Computing in Education (AACE). Retrieved October 15, 2019 from .

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