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http://dx.doi.org/10.14352/jkaie.2021.25.1.217

A Study on the meaning of Social Constructionist Approaches to Coding Education  

Kim, Hongrae (Chuncheon National University of Education)
Publication Information
Journal of The Korean Association of Information Education / v.25, no.1, 2021 , pp. 217-226 More about this Journal
Abstract
This study attempted to explore the theoretical background of the method of teaching coding at a time when interest in software and artificial intelligence education in schools is expanding. Coding education in the school field appears in a wide variety of forms. How to teach in the practical scene of coding education in schools is a very important task. For this, the concept of social constructivism for coding education and Papert's approach to constructionism were explored. The meaning of the composition of social knowledge was analyzed through Papert's analogy of 'objects to think with'. Five social constructionist approaches to coding education were analyzed, and based on this, a learning strategy for coding education was suggested. It includes making, tinkering, cooperation and sharing, scaffolding and agency in learning, and the use of tangible media. It is hoped that the exploration of social constructionism in coding education and related research will be helpful to the educational method in the school field.
Keywords
Coding; Computer Science Education; Constructivism; Social Constructionism; Seymore Papert;
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