UPSI Digital Repository (UDRep)
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Abstract : Universiti Pendidikan Sultan Idris |
1. The need for teachers of Elementary School children to learn to program or rather
to understand the Computational Thinking behind programming has been
accelerated in many countries by the mandated teaching of programming in the
Elementary School context. Many steps have been taken in order to create
awareness of this issue, such as the Computing At Schools initiative (CAS) which
is established in the UK. CAS aims to support teaching in computing and
connected fields in UK schools. Moreover, in the USA the Computer Science
Teachers Association (CSTA) was established to meet the purpose of informing
and advising about the current development of computational thinking and to
investigate and disseminate teaching and learning resources related to
computational thinking. In Singapore research has been conducted by the
government agency Infocomm Development Authority of Singapore (IDA)
whereby the major goal is to meet the needs in the ICT sector and ultimately to
focus and inspire learners about programming.
The research for this thesis involves the development of a training scheme for pre-service
teachers that will introduce them to computational thinking through the use of the Flash
Action Script Development environment. Flash Action Scripts – amongst several other
tools – are used as a tool for creating interactive content and because Flash is one of the
premiere tools used to create content for the internet; a tool programmed with Flash
looks practically the same in every browser and on every operating system. Flash Action
scripts use traditional coding skills but permit the user to see how each piece of code
affects the running or execution of the program, allowing the user to have an instant
visual understanding of what the code is doing. It is also widely available within university
campuses.
A major problem in promoting the teaching of programming and computational thinking
to Elementary School teachers is that the majority of such teachers have no concept of
how to program and naturally are not motivated to learn programming. Experienced
teachers involved in the current study felt that programming was too complicated and
thus it was hard to gain fluency in programming. Student teachers who had no previous
experience in programming were, however, easier to get engaged in learning
programming principles. Eighty percent of this group found Action Scripting a useful tool
to understand basic programming and scripting. The need to teach programming will
motivate most but to learn through a tool that can be seen to have intrinsic value in their
role as teachers has a greater potential of success. This thesis defines the design and
implementation of a tool to use the learning of Flash Action Scripting as a motivational
mechanism for pre-service teachers. The intrinsic value to them is intended to be
utilisation of the learned Action Scripting skills to produce their own teaching material.
Initial results indicate an enhanced engagement and motivation to learn to program and
improved confidence in doing so. As projected the pre-service teachers had a more
positive attitude towards the potential of the learning tool but both they and the inservice
teachers had improved attitudes and enthusiasm after the experiment. The
results show that both pre-service and in-service teachers can be trained to be designers
and producers of digital courseware in the previous absence of computational thinking
skills and definitely they can acquire skills in computer programming such as Flash Action
Scripts. |
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