Cite Article

An Analysis of Pre-service Teachers' Learning Process in Programming Learning

Choose citation format

BibTeX

@article{IJASEIT5723,
   author = {Seong-Won Kim and Youngjun Lee},
   title = {An Analysis of Pre-service Teachers' Learning Process in Programming Learning},
   journal = {International Journal on Advanced Science, Engineering and Information Technology},
   volume = {10},
   number = {1},
   year = {2020},
   pages = {58--69},
   keywords = {programming; learning process; pre-service teacher; difficulties of programming; code.org; computer science.},
   abstract = {As the importance of computing technology increases, computer science education is being actively implemented around the world. Because computer science education is being introduced into the curriculum, research on how to effectively teach programming (which is the core of automation) is actively underway. Although the importance of block-based programming languages has increased, most studies have focused on text-based programming languages. As interest in programming increases, block-based programming languages will be taught to a variety of audiences. Therefore, this study analyzed Code.org, which provides a development environment for block-based programming; this study then investigated the programming learning process of pre-service teachers, who used Code.org. Sixteen pre-service teachers participated in the study, and their learning processes were uncovered by analyzing their programming results. This suggests that pre-service teachers can learn sequential and necessary repetition without difficulty. However, the pre-service teachers failed to use the repetition block through abstraction. Besides, for While and Until, pre-service teachers did not understand the concept of repeating according to the condition. For Counter, pre-service teachers had difficulty repeating the use of variables. In the condition, pre-service teachers were not able to separate the command, which should be executed when the condition is True and when it is False. For Event, pre-service teachers had no problem utilizing the function, but they were not able to call the function with a parameter. Based on this, it was confirmed that a pre-service teacher can understand the principle of programming development in advance by understanding the abstraction, condition, and variable in the loop statement. In this study, there was a limit to practicing block-based programming language due to the platform’s low scalability. Future research should solve these problems and diversify the research subjects.},
   issn = {2088-5334},
   publisher = {INSIGHT - Indonesian Society for Knowledge and Human Development},
   url = {http://ijaseit.insightsociety.org/index.php?option=com_content&view=article&id=9&Itemid=1&article_id=5723},
   doi = {10.18517/ijaseit.10.1.5723}
}

EndNote

%A Kim, Seong-Won
%A Lee, Youngjun
%D 2020
%T An Analysis of Pre-service Teachers' Learning Process in Programming Learning
%B 2020
%9 programming; learning process; pre-service teacher; difficulties of programming; code.org; computer science.
%! An Analysis of Pre-service Teachers' Learning Process in Programming Learning
%K programming; learning process; pre-service teacher; difficulties of programming; code.org; computer science.
%X As the importance of computing technology increases, computer science education is being actively implemented around the world. Because computer science education is being introduced into the curriculum, research on how to effectively teach programming (which is the core of automation) is actively underway. Although the importance of block-based programming languages has increased, most studies have focused on text-based programming languages. As interest in programming increases, block-based programming languages will be taught to a variety of audiences. Therefore, this study analyzed Code.org, which provides a development environment for block-based programming; this study then investigated the programming learning process of pre-service teachers, who used Code.org. Sixteen pre-service teachers participated in the study, and their learning processes were uncovered by analyzing their programming results. This suggests that pre-service teachers can learn sequential and necessary repetition without difficulty. However, the pre-service teachers failed to use the repetition block through abstraction. Besides, for While and Until, pre-service teachers did not understand the concept of repeating according to the condition. For Counter, pre-service teachers had difficulty repeating the use of variables. In the condition, pre-service teachers were not able to separate the command, which should be executed when the condition is True and when it is False. For Event, pre-service teachers had no problem utilizing the function, but they were not able to call the function with a parameter. Based on this, it was confirmed that a pre-service teacher can understand the principle of programming development in advance by understanding the abstraction, condition, and variable in the loop statement. In this study, there was a limit to practicing block-based programming language due to the platform’s low scalability. Future research should solve these problems and diversify the research subjects.
%U http://ijaseit.insightsociety.org/index.php?option=com_content&view=article&id=9&Itemid=1&article_id=5723
%R doi:10.18517/ijaseit.10.1.5723
%J International Journal on Advanced Science, Engineering and Information Technology
%V 10
%N 1
%@ 2088-5334

IEEE

Seong-Won Kim and Youngjun Lee,"An Analysis of Pre-service Teachers' Learning Process in Programming Learning," International Journal on Advanced Science, Engineering and Information Technology, vol. 10, no. 1, pp. 58-69, 2020. [Online]. Available: http://dx.doi.org/10.18517/ijaseit.10.1.5723.

RefMan/ProCite (RIS)

TY  - JOUR
AU  - Kim, Seong-Won
AU  - Lee, Youngjun
PY  - 2020
TI  - An Analysis of Pre-service Teachers' Learning Process in Programming Learning
JF  - International Journal on Advanced Science, Engineering and Information Technology; Vol. 10 (2020) No. 1
Y2  - 2020
SP  - 58
EP  - 69
SN  - 2088-5334
PB  - INSIGHT - Indonesian Society for Knowledge and Human Development
KW  - programming; learning process; pre-service teacher; difficulties of programming; code.org; computer science.
N2  - As the importance of computing technology increases, computer science education is being actively implemented around the world. Because computer science education is being introduced into the curriculum, research on how to effectively teach programming (which is the core of automation) is actively underway. Although the importance of block-based programming languages has increased, most studies have focused on text-based programming languages. As interest in programming increases, block-based programming languages will be taught to a variety of audiences. Therefore, this study analyzed Code.org, which provides a development environment for block-based programming; this study then investigated the programming learning process of pre-service teachers, who used Code.org. Sixteen pre-service teachers participated in the study, and their learning processes were uncovered by analyzing their programming results. This suggests that pre-service teachers can learn sequential and necessary repetition without difficulty. However, the pre-service teachers failed to use the repetition block through abstraction. Besides, for While and Until, pre-service teachers did not understand the concept of repeating according to the condition. For Counter, pre-service teachers had difficulty repeating the use of variables. In the condition, pre-service teachers were not able to separate the command, which should be executed when the condition is True and when it is False. For Event, pre-service teachers had no problem utilizing the function, but they were not able to call the function with a parameter. Based on this, it was confirmed that a pre-service teacher can understand the principle of programming development in advance by understanding the abstraction, condition, and variable in the loop statement. In this study, there was a limit to practicing block-based programming language due to the platform’s low scalability. Future research should solve these problems and diversify the research subjects.
UR  - http://ijaseit.insightsociety.org/index.php?option=com_content&view=article&id=9&Itemid=1&article_id=5723
DO  - 10.18517/ijaseit.10.1.5723

RefWorks

RT Journal Article
ID 5723
A1 Kim, Seong-Won
A1 Lee, Youngjun
T1 An Analysis of Pre-service Teachers' Learning Process in Programming Learning
JF International Journal on Advanced Science, Engineering and Information Technology
VO 10
IS 1
YR 2020
SP 58
OP 69
SN 2088-5334
PB INSIGHT - Indonesian Society for Knowledge and Human Development
K1 programming; learning process; pre-service teacher; difficulties of programming; code.org; computer science.
AB As the importance of computing technology increases, computer science education is being actively implemented around the world. Because computer science education is being introduced into the curriculum, research on how to effectively teach programming (which is the core of automation) is actively underway. Although the importance of block-based programming languages has increased, most studies have focused on text-based programming languages. As interest in programming increases, block-based programming languages will be taught to a variety of audiences. Therefore, this study analyzed Code.org, which provides a development environment for block-based programming; this study then investigated the programming learning process of pre-service teachers, who used Code.org. Sixteen pre-service teachers participated in the study, and their learning processes were uncovered by analyzing their programming results. This suggests that pre-service teachers can learn sequential and necessary repetition without difficulty. However, the pre-service teachers failed to use the repetition block through abstraction. Besides, for While and Until, pre-service teachers did not understand the concept of repeating according to the condition. For Counter, pre-service teachers had difficulty repeating the use of variables. In the condition, pre-service teachers were not able to separate the command, which should be executed when the condition is True and when it is False. For Event, pre-service teachers had no problem utilizing the function, but they were not able to call the function with a parameter. Based on this, it was confirmed that a pre-service teacher can understand the principle of programming development in advance by understanding the abstraction, condition, and variable in the loop statement. In this study, there was a limit to practicing block-based programming language due to the platform’s low scalability. Future research should solve these problems and diversify the research subjects.
LK http://ijaseit.insightsociety.org/index.php?option=com_content&view=article&id=9&Itemid=1&article_id=5723
DO  - 10.18517/ijaseit.10.1.5723