Study on implementation method and effect of programming learning in elementary school

2019 Fiscal Year Final Research Report

• Project/Area Number: 19K20989
• Project/Area Number (Other): 18H05797 (2018)
• Research Category: Grant-in-Aid for Research Activity Start-up
• Allocation Type: Multi-year Fund (2019); Single-year Grants (2018)
• Review Section: :Education and related fields
• Research Institution: Osaka Sangyo University
• Principal Investigator: YAMADA KEIJI 大阪産業大学, 全学教育機構, 准教授 (70630599)
• Project Period (FY): 2018-08-24 – 2020-03-31
• Keywords: プログラミング教育 / 学習環境 / 学習方法 / ＰＣ活用意欲

Outline of Final Research Achievements

In the programming learning environment, one PC for one person and one PC for multiple people had the same effect on the motivation to use the PC. Therefore, PCs are not necessarily required for the number of learners. Furthermore, from the lesson practice, it was found that the class progresses smoothly in the environment of one PC for a few people. Also, it was shown that there is almost no difference in learning time between the three-frame lesson and the ten-frame lesson in motivation to use the computer. According to the new curriculum guidelines, it is difficult to formulate a curriculum because the prescribed learning time is not shown and each school has discretion.However, due to this achievement, a certain standard is set in the learning time and implementation method. I was able to show.

Free Research Field

創造性教育

Academic Significance and Societal Importance of the Research Achievements

本研究は2020年度から小学校で完全実施されるプログラミング教育について、実際にどのような方法で実施すればよいかという疑問にこたえるため、具体的な実践をもとに必要な学習環境と必要な学習時間についての検討を行ってきた。その結果、学習環境においては１人１台のＰＣを準備しなくても十分な学習効果が得られることが分かった。また、学習時間においては同等レベルの課題を３時間学習と１０時間学習で比較したが学習効果に顕著な差は見られなかった。このことは各小学校でプログラミング教育のカリキュラムを策定する上で参考となる。また、プログラミング教育をテーマとした教員研修の計画においても指針を示すことができた。