Browsing by Subject "ohjelmointi"
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(2018)Finnish children live their everyday life in a continuously evolving digitalized world. Due to the new early childhood curricula, information and communications technology has become a part of the traditional play-based early childhood education. Hence, it is justifiable to seek for various natural ways of combining play and technology pedagogically. The aim of this study is to examine the manifestation of digital play among preschool pupils. This is conducted through the use of Bee-Bot, a programmable floor robot for teaching early computing and programming. The manifestation of digital play is aimed to be studied by means of several research problems. The main research question is “In what ways do the forms of play occur while playing with Bee-Bot?” It is divided into the following two sub-questions: “In what way do the forms of epistemic play occur while playing with Bee-Bot?” “In what ways do the forms of ludic play occur while playing with Bee-Bot?” This study was implemented as a qualitative case study, and the material was based on observations in two preschool groups in Helsinki in January 2018. The Digital Play Framework (DPF) directed the critical examination and analysis of this study. All the manifestation of play was collected from the study material through the use of the indicators of digital play, followed by calculation, critical examination and analysis. The material showed that digital play begins as epistemic play and then turns to ludic, as Bird and Edwards state in their framework. Most of the play occurred epistemic, focusing on exploring, problem solving and acquiring skills. The children started to show more signs of ludic play more at the third round of observation. Based on the results of this study, it is possible to argue that the control of the device undoubtedly contributes to more creative action in digital play. Trough slight modifications, the DPF could be a useful observation and assessment tool for children’s digital play.
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(2017)Programming became part of basic education in Autumn 2016. The goal of this study was to examine the experiences from programming at elementary school, and to determine motivation towards programming and the factors that affect it. The study attempted to answer if programming was found exciting, which is a goal stated in the national core curriculum for basic education. The study examined experiences from various technologies, including Scratch programming environment and Lego Mindstorms robot. The study was conducted by interviewing the pupils and teacher from a single sixth grade class. The class in question had programmed using various technologies and participated in the First Lego League programming challenge. A total of 19 pupils participated in the study. The interview was based on themes related to experiences from and inclination towards programming. Pupils were interviewed in groups ranging between 2 and 4 pupils. The analysis was performed using content analysis. The data was coded using codes based on existing theories. The content of the codes and the quantity of responses in them were then examined. The results show that pupils had alternative experiences from programming. The study reveals that pupils had gained at least a basic level of programming ability while having a mixed response to the quantity and quality of the teaching. The results reveal that pupils had different responses to technologies, with every technology having various perceived weaknesses and strengths. The study suggests that majority of the pupils had extrinsic motivation towards programming. The interest in and the perceived usefulness of programming varied. Five different attitudes were determined: excited and demanding, dependent on task, indifferent, reserved, and reluctant. It was concluded that programming was found interesting and exciting by a portion of the pupils. The study implies that arousing interest in programming for the naturally uninterested is a challenge and that some pupils may never have interest in programming.
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(2022)Programming is a topic that has been recently added to the Finnish curriculum as a content in math and making appearance also as an extensive goal of teaching in 2014. This means that the ways of teaching, teaching practices and researches involving them has been made in a very short range when compared to other subjects. This research focuses on how the teaching of programming is initiated in primary school. According to this prospect, research focuses on the question of how programming is initiated for pupils for the first time and how the teaching of programming is being initiated. Because teaching pro-gramming is based partly on textbooks used as a part of teaching, in order to examine this issue compre-hensively, it answers the question “How programming is displayed in the first graders textbooks?”. The research was executed with systematic literature review about theory involving programming. This gave an opportunity to gain information outside of the so-called official textbooks. After analyzing theoret-ical literature, research about materials provided at school was implemented by sending a survey of the research to all of the publishers making textbooks for schools in Finland. These publishers were Edukustannus, Otava and SanomaPro. All of the publishers agreed to take a part in the research so the research involves the following textbooks: Kymppi, Milli, Oivaltaja, Tuhattaituri, Tuuma and Yykaakoo. The research analyzed these materials for the matter them involving programming. In research literature programming was shown in a different manner than in textbooks. Previous studies indicated mainly, what kind of databases and complication of materials teachers could find to support teaching of programming. Studies also introduced platforms for programming and robotic toys. Teaching programming in textbooks emphasized quantitatively literary exercises. Other stressed area in textbooks were functional exercises. When comparing implemented studies and materials provided for teaching programming, it seems like teachers are possibly supposed to or assumed to use also materials outside of the textbooks. Materials outside the textbooks in turn provides alternative choices to provide versatile ways of teaching programming instead or alongside textbooks.
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(2020)The aim of this master's thesis was to study pupils' interaction and problem solving during a programming project. The study of interaction was limited to talk between two pupils, in which three types of talk were sought: disputational, cumulative, and exploratory talk. Of these three, exploratory talk is the most conducive to learning. Problem solving is seen as a process consisting of several stages. These stages may proceed linearly from the previous stage, but according to the current understanding, dynamic, more flexible movement between the problem-solving stages is more common. In this thesis, talk and problem solving are first examined separately. Finally, it is studied how much the three types of talk occur at different stages of problem solving. The subjects of the study were two sixth-grader pupils in an elementary school in Helsinki. The pupils first practiced programming and then, as the final output of the project, developed their own emotion meter using GoGo Board, a programmable device. Video cameras were used for data collection and qualitative content analysis was used as the method of analysis. The number of problem-solving stages was much higher than the number of types of talk. The amount of the three types of talk were surprisingly equal. Exploratory talk increased and disputational talk decreased as the programming project progressed. This can mark a development in pupils’ interaction skills during the project. The most represented problem-solving stages were “constructing” and “testing”, i.e., the pupils’ activities focused on hands-on doing. Problem solving followed a dynamic transition between stages. At different stages of problem solving, slightly different types of talk were emphasized. The share of exploratory talk in the last stage of problem solving, i.e. the evaluation stage, was higher than in the other stages.
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