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ERIC Number: ED581486
Record Type: Non-Journal
Publication Date: 2018-Jan
Pages: 26
Abstractor: As Provided
ISSN: ISSN-2513-8359
Abstraction in Action: K-5 Teachers' Uses of Levels of Abstraction, Particularly the Design Level, in Teaching Programming.
Waite, Jane Lisa; Curzon, Paul; Marsh, William; Sentance, Sue; Hadwen-Bennett, Alex
Online Submission, International Journal of Computer Science Education in Schools v2 n4 p14-40 Jan 2018
Research indicates that understanding levels of abstraction (LOA) and being able to move between the levels is essential to programming success. For K-5 contexts we rename the LOA levels: problem, design, code and running the code. In our qualitative exploratory study, we interviewed five K-5 teachers on their uses of LOA, particularly the design level, in teaching programming and other subjects. Using PCK elements to analyse responses we found our teachers used design as an instructional strategy and for assessment. Our teachers used design as an aide memoire and the expert teachers used design: as a contract for pair-programming; to work out what they needed to teach; for learners to annotate with code snippets (to transition across LOA); for learners to self-assess and to assess 'do-ability'. Teachers used planning in teaching writing to scaffold learning and promote self-regulation revealing their understanding of student understanding. One issue was of our teachers' knowledge of terms including algorithm and code; we propose a concept of "emergent algorithms". Our findings suggest design helps learners learn to program in the same way that planning helps learners learn to write and that LOA, particularly the design level, may provide an accessible exemplar of abstraction in action. Further work is needed to verify whether our results are generalisable more widely.
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)