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Visual programming as a tool for developing knowledge in STEM subjects : a literature review
URI https://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-198608, URN urn:nbn:se:liu:diva-198608, DOI 10.1163/9789004687912_007, Identifikator https://liu.diva-portal.org/smash/get/diva2:1806267/FULLTEXT01 · url
Linköpings universitet Institutionen för beteendevetenskap och lärande (Utgivare), Linköpings universitet Utbildningsvetenskap (Utgivare)
utgivning
2024Karin Stolpe
Sidorna 130-169
Bidrag, Onlineresurs
ämne
Social Sciences, Educational Sciences, Didactics, Samhällsvetenskap, Utbildningsvetenskap, Didaktik, Natural Sciences, Computer and Information Sciences, Computer Sciences, Naturvetenskap, Data- och informationsvetenskap, Datavetenskap (datalogi), Visual programming, STEM subjects, Learning, Literature reviewrelaterad till
Programming and Computational Thinking in Technology Education: Swedish and International Perspectives · ISBN 9789004687905 (Värdpublikation i annat format)Sammanfattning
There is currently a trend toward introducing computational thinking in schools, and one popular tool to carry this out is through visual programming. A literature review focusing on visual programming and its effects on learning is still lacking, however; especially in STEM (science, technology, engineering, and mathematics) subjects. The aim of this literature review is to investigate and synthesise the findings of research studies on what students potentially learn in STEM subjects from visual programming. Database searches resulted in 25 studies that were analysed qualitatively. Results showed that by engaging in visual programming students do learn to code, but several basic programming concepts are still challenging. Visual programming for learning in STEM subjects is limited concerning science education, whereas it seems as if visual programming could work as a methodical glue for other STEM subjects. By introducing visual programming, our findings indicate that mathematics, technological, and engineering knowledge and skills, as well as basic programming knowledge and skills, are practised and reinforced. However, teachers need to be aware of which competences are in play in the specific teaching and learning modules, in order to support students’ learning.
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Medverkan och funktion
Linköpings universitet Institutionen för beteendevetenskap och lärande (Utgivare), Linköpings universitet Utbildningsvetenskap (Utgivare)Identifikator
URI https://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-198608, URN urn:nbn:se:liu:diva-198608, DOI 10.1163/9789004687912_007, Identifikator https://liu.diva-portal.org/smash/get/diva2:1806267/FULLTEXT01 · urlhar titel
Visual programming as a tool for developing knowledge in STEM subjects : a literature reviewupphovsuppgift
Karin Stolpedel
Sidorna 130-169utgivning
2024tillhörande media
http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-198608http://dx.doi.org/10.1163/9789004687912_007https://liu.diva-portal.org/smash/get/diva2:1806267/FULLTEXT01Relaterad beskrivning eller innehåll
Värdpublikationrelaterad till
Programming and Computational Thinking in Technology Education: Swedish and International Perspectives · ISBN 9789004687905 (Värdpublikation i annat format)tillhörande media
http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-198608http://dx.doi.org/10.1163/9789004687912_007https://liu.diva-portal.org/smash/get/diva2:1806267/FULLTEXT01Villkor för användning och åtkomst
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q79rbd1tnxb5543zResursens ID / Permalänk: https://libris.kb.se/q79rbd1tnxb5543z#it
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