Clouds, Hacking and App Permissions: Model Lessons for Grades 5-7: Experience Report

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F68081740%3A_____%2F24%3A00602173" target="_blank" >RIV/68081740:_____/24:00602173 - isvavai.cz</a>

Výsledek na webu

<a href="https://dl.acm.org/doi/proceedings/10.1145/3649165" target="_blank" >https://dl.acm.org/doi/proceedings/10.1145/3649165</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1145/3649165.3690133" target="_blank" >10.1145/3649165.3690133</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Clouds, Hacking and App Permissions: Model Lessons for Grades 5-7: Experience Report

Popis výsledku v původním jazyce

While computer science education extends beyond coding, there is a dearth of evidence-based instructional materials for teaching essential non-programming concepts. This study addresses this gap by designing and evaluating three 45-minute lessons for students in Grades 5-7 on cloud storage, hacking, and smartphone app permissions. The lessons leverage the constructivist ERR framework, which promotes active learning across three phases: evocation (activating prior knowledge), realization of meaning (presenting new information), and reflection (solidifying under-standing). Pre- and post-tests (N = 82) demonstrated significant learning gains for all three lessons (d = 0.69 - 1.49), showing the effectiveness of the lessons and, more broadly, the ERR framework applied in computer science education in Grades 5-7. The paper details the lessons such that they can be reused in other contexts and introduces an evaluation of the lessons, presenting valuable insights for both educators and researchers interested in developing effective computer science education resources.

Název v anglickém jazyce

Clouds, Hacking and App Permissions: Model Lessons for Grades 5-7: Experience Report

Popis výsledku anglicky

While computer science education extends beyond coding, there is a dearth of evidence-based instructional materials for teaching essential non-programming concepts. This study addresses this gap by designing and evaluating three 45-minute lessons for students in Grades 5-7 on cloud storage, hacking, and smartphone app permissions. The lessons leverage the constructivist ERR framework, which promotes active learning across three phases: evocation (activating prior knowledge), realization of meaning (presenting new information), and reflection (solidifying under-standing). Pre- and post-tests (N = 82) demonstrated significant learning gains for all three lessons (d = 0.69 - 1.49), showing the effectiveness of the lessons and, more broadly, the ERR framework applied in computer science education in Grades 5-7. The paper details the lessons such that they can be reused in other contexts and introduces an evaluation of the lessons, presenting valuable insights for both educators and researchers interested in developing effective computer science education resources.

Druh

D - Stať ve sborníku

CEP obor

—

OECD FORD obor

50101 - Psychology (including human - machine relations)

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

SIGCSE Virtual 2024: Proceedings of the 2024 on ACM Virtual Global Computing Education Conference V. 1

ISBN

979-8-4007-0598-4

ISSN

—

e-ISSN

—

Počet stran výsledku

7

Strana od-do

26-32

Název nakladatele

Association for Computing Machinery

Místo vydání

New York

Místo konání akce

online

Datum konání akce

5. 12. 2024

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

001472310000007