Seminario eMadrid sobre "Aprendizaje de la programación en diversos niveles educativos". Ronit Ben-Bassat Levy, Weizmann Institute of Science. El efecto de la tecnología educativa en las actitudes hacia el aprendizaje STEM. 2016-01-22.
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Seminario eMadrid sobre "Aprendizaje de la programación en diversos niveles educativos". Ronit Ben-Bassat Levy, Weizmann Institute of Science. El efecto de la tecnología educativa en las actitudes hacia el aprendizaje STEM. 2016-01-22.
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Seminario eMadrid sobre "Aprendizaje de la programación en diversos niveles educativos". Ronit Ben-Bassat Levy, Weizmann Institute of Science. El efecto de la tecnología educativa en las actitudes hacia el aprendizaje STEM. 2016-01-22.
- 1. Ronit Ben-Bassat Levy Weizmann Institute of Science Israel
- 2. Students are deterred from studying STEM at high-school: • Boring. • Monotonous. • Very difficult. • For nerds. • Lack of future employment. • Not for girls. Emadid-2016
- 3. The Ministry of Education in Israel supports educational activities. Establish STEM classes: • More Mathematics. • Physics. • Scratch. • Teaching with robots. • Computer security – “Cyber”. Emadid-2016
- 4. Research on young students* learning CS: • Use technology to increase motivation. • But … this often has little effect on attitudes. *Gibbons, S.J., Hirsh, L.S., Kimmel, H., Rockland, R., Bloom, J.(2004) Try to change the negative attitudes at middle school by: • Kinesthetic activities – CS Unplugged (Taub, Ben-Ari & Armoni (2009)). • Visual programming environments – Jeliot, Scratch (Meerbaum- Salant, Armoni & Ben-Ari (2013, 2015) ), Alice. • Teaching with robots – LEGO Mindstorms, Scribbler McGill (2012) , Thymio. Emadid-2016
- 5. To what extent does the use of educational technology influence students’ intentions to study STEM in the future? • Attitudes towards STEM in general. • Intentions of middle-school students to study STEM at high school. Emadid-2016
- 6. Internet and presentation software (PowerPoint). Software tools designed for educational purpose. In the future class each student will have his own computer. Emadid-2016
- 7. How to use the Jeliot program animation system as a pedagogical tool. Scratch in the Service of Science Education. Robotics Activities – Is the Investment Worthwhile? Emadid-2016
- 10. Attitudes = Behavioral beliefs X Outcome evaluation Subjective norms = Normative beliefs X Motivation to comply PBC = Control beliefs X Power of control belief Emadid-2016
- 11. Emadid-2016 http://www.cs.joensuu.fi/jeliot/. • Its effect on students – 1998-2001*. • How do teachers experience the use of Jeliot as a pedagogical tool – 2003-2009**. • * Ben-Bassat Levy, R., Ben-Ari, M. & Uronen, P. A. (2003). The Jeliot 2000 program animation system. Computers & Education, 40(1), 1-15. • ** Ben-Bassat Levy, R., & Ben-Ari, M. (2009). Adapting and merging methodologies in doctoral research. Computer Science Education, 19(2), 51-67.
- 13. How does the use of an animation system help students understand CS concepts better? Significant improvement for the animation group in the If- statement. This continues through all rest of questionnaires. The mediocre students profit the most from the use of animation. Transfer of knowledge. The system was developed for a decade according to needs of students and teachers. Emadid-2016
- 15. Emadid-2016 Ben-Bassat Levy, R. & Ben-Ari, M. (2009): Adapting and merging methodologies in doctoral research. Computer Science Education 19(2), 51-67. Dissonant Repudiation By-the-book Appropriation
- 16. Emadid-2016 Ben-Bassat Levy, R. & Ben-Ari, M. (2009): Adapting and merging methodologies in doctoral research. Computer Science Education 19(2), 51-67.
- 17. Students – The use of Jeliot helped the students understand CS concepts. They could explain the execution using the vocabulary provided by Jeliot. They could transfer knowledge which shows understanding. Teachers – A pedagogical way on how to use Jeliot in class was developed. The course on Jeliot must contain a part on how to use it as a pedagogical tool. Emadid-2016
- 19. Emadid-2016 CSP The instructor explicitly uses a CSP Sharing artifacts for learning The artifacts are for use by other students Students produce artifacts A Contributing Student is a student who is involved in creating and shaping activities and resources for learning.
- 20. Emadid-2016 Conditions for the contribution model *: (a) exploration and discovery. (b) knowledge creation and sharing. (c) collaboration and contribution. (d) authentic assessment. Educational benefits of the contribution model**: (a) learning from the work of others. (b) reflecting on the work of others. (c) promoting discussion and dialogue. (d) expanding the repository of examples. (e) increasing motivation to learn that results from the use of contributions. *Collis and Moonen 2006 ** Hamer et al. 2010
- 21. Improve learning of scientific subjects. Increase the synergy between science and computer science (CS). Conjecture: Students who are engaged with a real scientific problem, will be more motivated to study both CS and the scientific topic. When the teacher uses a project in class should lead to improved self-efficacy of the student. * Ben-Bassat Levy, R. & Ben-Ari, M. (2013). Scratch Connecting Worlds – Barcelona 2013. Emadid-2016
- 22. 1. Discover if the use of the Scratch programming environment can promote the motivation of students to study science and facilitate the teaching process of science in middle-school. 2. Compare the projects conducted under a close supervision of teachers to the projects conducted without this supervision. Emadid-2016
- 23. The summer camp - 20 hours Presenting Scratch and teaching basic topics in CS. Presenting existing Scratch projects. The morning sessions – a setting to encourage contribution. Communication among the students. Teaching about the blood circulation. The students were asked to develop a Scratch project on the blood circulation and to demonstrate it. Emadid-2016
- 25. Emadid-2016 Scratch is fun and not as easy as one may think, but the students enjoy using it - students need guidance. Scratch can facilitate understanding science. Contribution of the morning sessions. The summer camp was worthwhile.
- 26. Emadid-2016 The case of Mickey Confronting a real project The intervention of teachers is essential. Feedback contributes to the depth of the project. Mickey is aware of the importance of supervision and help. Demonstrating the project Scratch science projects are judged to have pedagogical value: CSP - It is important that students receive feedback. Projects contribute to other students.
- 27. Emadid-2016 The case of Mickey The reflective essay Mickey sees the combination of CS and science within the Scratch environment as a good way to study a topic. Scratch is better than a laboratory since a project is your own concrete, mobile creation. Scratch is not seen as a toy but as a real programming environment. Conducting the project helped Mickey see how a real scientist thinks and works.
- 28. The study offers evidence that Scratch projects written by the students can be used for demonstration in classes. The joint supervision of a CS teacher and a science teacher is important in order to develop a good visualization of a science topic. The use of the contribution model intertwined with CSP helped us designed a course aimed to promote learning science using the Scratch environment. We suggest that as a part of the curriculum, studying abstract topics in science will be accompanied by using Scratch projects demonstrating the scientific topic.
- 29. The participation in robotics activities – How it affects The students’ attitudes towards STEM? The students’ intentions to choose STEM subjects? Check at the transition from middle school to high school. * Ben-Bassat Levy, R. & Ben-Ari, M. (2015). Robotics activities—Is the investment worthwhile? Eight International Conference on Informatics in Schools,Ljubljana, Slovenia, 2015, 22–31. Emadid-2016
- 31. Origin: “I am a scientist”, “I am trying to solve the problem using the robot”, “I can make mistakes and learn from them”. Question (behavioral belief): I believe that the process of trial-and- error (which I experience during robotics classes) makes me feel like a real scientist . Question (outcome evaluation): To be involved in science in the future will mean success for me. Emadid-2016
- 32. Origin: “I am more respected at school”, the students remarked that they are better treated since they began to study robotics at school. Question (normative beliefs): The teachers at my school respect me more because I study robotics. Question (motivation to comply): It is important to me what the teachers think of me. Emadid-2016
- 33. Origin: From complaints of students who could not continue robotics activities, because of commitments such as homework, taking care of siblings, other extracurricular activities. Question (control beliefs): It is difficult for me to study in the afternoon. Question (power of the control belief): Studying in the afternoon is difficult for me, so I don’t want to learn robotics. Emadid-2016
- 34. Observations • Enthusiasm at the beginning of the year. • Carried out the assignments. • FLL students collaborated more than regular students. • Problem with robots which malfunctioned – found Thymio. Interviews • Felt good when getting respect and support. • Problem with the late schedule of classes. (This appeared only in observations and interviews, not in the answers to the questionnaire.) Emadid-2016
- 35. IntentionsPBCSubjective norms AttitudesPredictor Quartile 79501740First 47506144Second 16446335Third 53628Fourth Students intend to choose STEM Students feel that they control their future choice of STEM Students can be influenced Attitudes not sufficiently high Analysis
- 36. Attitudes: not as high as we expected Subjective norms: important because students can be influenced and motivated PBC: Students feel that they are in control
- 37. The intention to choose STEM is very high
- 38. TPB results show the increase of motivation to choose STEM in the future. Robotics activities – The investment is worthwhile !
- 39. Jeliot –The use of an adequate educational tool for novices, helps them understand better CS concepts. Teachers should study on how to use Jeliot as a pedagogical tool. Scratch – The use of technology encourage students to be engaged with science. Robotics activities – The investment is worthwhile ! – It is a good combination of hands-on activities with educational technology.
- 40. Educational Technology has an effect on the attitudes of students towards STEM. The negative attitudes towards STEM can be improved by using educational technology in a contributive environment, and with close supervision of the teachers. The teachers should be introduced with the pedagogical technique on how to create a contributive environment and how to use the educational technology in their classrooms. The robotics activities provide a combination of hands-on activities together with CSP.
- 41. ?
Editor's Notes
- I am going to describe studies I was involved with, and what I have learnt from them about the effect of educational Technology on students’ attitudes towards studying STEM-Science Technology Engineering and Mathematics.
- Young people choose not to study STEM. Many factors discourage students from studying STEM. Among them we can find These youngsters hold the perception that such studies are boring and monotonous. They are afraid that they will fail the STEM subjects. They consider the students who study STEM as nerds and they do not want to be treated as ones. The belief which is “the lack of jobs, since these jobs are being outsourced.” STEM is perceived as for nerds only, and who would like to a part of this group. The gender problem is acute as well.
- The Ministry of Education in Israel supports educational activities to change this situation with a new curriculum. Stem classes were created. These classes study: the Scratch visual programming environment in the 7th grade, robotics activities in the 8th grade, and computer security (“cyber”) in the 9th grade.
- Attitudes concerning STEM are formed as early as middle school; therefore, if one hopes to influence students attitudes it must be done early. This is a justification for teaching subjects such as computer science (CS) to high-school students and even to middle-school students. Young people enjoy working with robots, they are learning by doing (kinesthetic) they are using visual programming environments and study variety concepts of STEM. The increasing willingness is a sign of more motivation. So is the attitudes towards programming and the enjoyment. Taub, Ben-Ari & Armoni (2009), found that although students enjoy the CS Unplugged activities there was little effect on their attitudes, neither towards CS nor in their intentions in favor of CS careers. Meerbaum-Salant, Armoni & Ben-Ari (2013), investigated the Scratch visual programming environment. They showed that middle-school students can successfully learn concepts of CS, but that the learning is sub-optimal unless the teacher is knowledgeable in the subject matter and actively engages in guiding the students. In subsequent research (2105), they showed that middle-school students who learned Scratch found it easy to learn professional programming languages in high school. McGill (2012) found that the use of Scribbler robots improved students’ attitudes towards programming, but had little effect on other measures such as confidence.
- We are interested in how the use of technology affect the students’ intentions to study STEM. These intentions affect the election of STEM subject as major at high school. Investigating the attitudes towards STEM in general, and not just towards CS or robotics. Looking into the intentions engaged by the attitudes of the students to study STEM at high school. Investigating the students at middle school level. When the students can be influenced at this age the students may not have firm decisions as to their future.
- These tools do not include generic tools like PPT the educational technology means …. The vision of the future class is as a class that contains a computer for each student, and where all the communication in class will be through using computers Gibbons, S.J., Hirsh, L.S., Kimmel, H., Rockland, R., Bloom, J.(2004)
- I am going to describe studies I was involved with that investigated the contribution of using educational technology on students and on teachers.
- So let me now describe the tools we used. I am working in a combined methodology of a qualitative framework and a quantitative one. I believe that in this way I can get better answers to my research questions and the results can be considered as more reliable. In order to conduct the questionnaire we spent a full year observing: teachers using jeliot, class using robots. We observed regular classes, extracurricular classes (such as a summer camp), FLL competitions. During the year and according to the findings from the observations we designed interviews. The interviews were semi opened. We interviewed students and teachers according to the study. We categorized the findings both from the observations and interviews and built a TPB questionnaire. Before describing the results, let me explain about TPB.
- We used this methodology before and we found that we are capable of uncovering fine distinctions and interesting phenomena that might be overlooked by other methods. So here it is: The research is based on the theory of planned behavior, which is both a theoretical research framework from social psychology and a quantitative methodology. We use TPB to predict a certain behavior. TPB defines Behavior as an observed human action that is a response to a given situation. In our case the behavior is: choosing to study STEM subjects in the future. TPB predicts this behavior from intentions. Intention is an indication of a person's readiness to perform a given behavior and is considered to be the immediate ancestor of behavior. The intentions are formed from three predictors: the attitudes towards the behavior, the subjective norms and the perceived behavior control.
- Attitude towards a behavior is the degree to which the performance of the behavior is positively or negatively valued. This evaluation of the behavior is assumed to have two components which work together: beliefs about the consequences of the behavior (behavioral beliefs), and the corresponding positive or negative judgments about each of these consequences (outcome evaluations). To calculate the Attitudes we multiply each behavioral belief by its outcome evaluation. In this way the behavioral belief provides its weight to the total amount of attitude. Subjective norms are a person's estimate of the social pressure to perform or not to perform the target behavior. The subjective norms contain two connected elements: the beliefs of other people that may be important to the person and how those other people want the person to behave (normative beliefs), and (2) the positive or negative evaluation of each belief (motivation to comply). Again we do the same multiplication. Perceived behavioral control is the extent in which a person feels that he can control the behavior. Perceived behavior control has two aspects: (1) how much control does a person have on the behavior (control beliefs), and (2) how confident a person feels about his ability to behave in a certain way (influence of control beliefs). We do the multiplication again.
- I am going to describe the studies
- Jeliot is a program animation system intended for teaching introductory computer science to high school students. A program animation system is a system that displays a dynamic graphical representation of the execution of a program. The goal is to help novices understand basic concepts of algorithms and programming like assignment, I/O and control flow, whose dynamic aspects are not easily grasped just by looking at the static representation of an algorithm in a programming language.
- The first study is about designing and implementation of Jeliot program animation system an experiment in its use in a year-long course. I had two groups studying the same material and the same laboratories, the animation group was weaker than the control group. Both groups got the same questionnaires asking about concepts in CS and explaining how do they work. The animation group used special vocabulary adapted from Jeliot as well as gestures to demonstrate the flow of the data as demonstrated by Jeliot. The experiment showed that animation provides a vocabulary and a concrete model that can improve the learning of students who would otherwise have difficulty with abstract computer-science concepts. I developed a technique on how to teach with a program animation system.
- The second study on Jeliot dealt with teachers. Again I followed the observation and phenomenographic interviews with a TPB questionnaire. I taught a group of volunteer teacher my way of teaching with Jeliot. I observed a group of teachers who used Jeliot for a whole year and interviewed them at the end of the year. I focused on the way those teachers experienced the use of Jeliot as a pedagogical tool. According to the results I constructed a TPB questionnaire and asked about 50 teachers to answer them Here are the results.
- At the beginning, before the observations, I thought I would find two ways of experiencing: Accepting the use of Jeliot and Rejecting it. After the observations and the interviews I found the By-the-Book way of experiencing, where teachers told me they are teaching exactly as I taught them. The Dissonant category was surprising – I expected negative attitudes or positive one but not a “combination” of enthusiasm and rejection. The TPB results showed that in spite of the fact that CS teachers have positive behavioral beliefs about the use of Jeliot in their classroom, most of them felt low level of perceived behavior control. The TPB revealed another layer in the Dissonant category: teachers who used Jeliot and felt low PBC and teachers who didn’t use it. The first sub-group contained teachers who found Jeliot learnt it by themselves and used it in their class without being a part of any course. They felt they are doing something wrong.
- We can see here the way I defined the categories and combined them with the TPB results The model consists of two axes, PBC and Attitudes and the vertical arrows and the sloped ones describe the categories. The appropriation arrow corresponds between high PBC and positive attitudes. The By-the-book is in the middle of the spectrum and the repudiation on the negative attitudes, it doesn’t matter the direction of the arrow. The dissonant attaches between the low PBC and high attitudes. According to this model we can understand how to deal with teachers – we can change the attitudes and it will affect the PBC – this could be done in a course.
- The first study is about designing and implementation of Jeliot program animation system an experiment in its use in a year-long course. I had two groups studying the same material and the same laboratories, the animation group was weaker than the control group. Both groups got the same questionnaires asking about concepts in CS and explaining how do they work. The animation group used special vocabulary adapted from Jeliot as well as gestures to demonstrate the flow of the data as demonstrated by Jeliot. The experiment showed that animation provides a vocabulary and a concrete model that can improve the learning of students who would otherwise have difficulty with abstract computer-science concepts. I developed a technique on how to teach with a program animation system.
- I used here my combined methodology. I observed 8 students using Scratch, interview them According to the results I constructed a TPB questionnaire and asked the students to answer them Here are the results.
- This is the pedagogy we used while teaching in class. This must be taken under consideration when I will talk about our studies. This pedagogy puts the student in the center. The teacher becomes an instructor who gives advises and encourages collaboration in the class. The students produce artifacts that are going to be used by other students for the purpose of learning. The students should be a part of the studying process actively and not passively. The teacher is supposed to train the students how to reflect on each other products in a constructive mannar.
- To create a CSP conditions the teacher should direct his students towards exploration and discovery, sharing their knowledge (which is not trivial for people who make an effort to gain this knowledge), to collaborate with each other. One of the most important ideas is to give authentic assessment. Which means it should be relevant to the students at that time. To do that the teachers as well as the students should be aware of the benefits of this model. The wheel was invented so we can use it and proceed to accomplish the next goal, we are not alone so we can reflect on the work of others as well as getting immediate feedback from them, so the discussion will be more relevant. The students and the teachers will have more examples to use. The most important is the fact that the students whose work is being used in class will feel motivated to make more.
- Computers make contribution feasible and more manageable for both teachers and students. A computer-based application makes it easy for students to share their contributions.
- The case of Mickey, After the summer camp, we asked one of the students, Mickey to stay with us and to develop a project demonstrating the blood circulation. We told mickey that he can ask us for any information he needs, and he had to show us his improvement at the end of every day. Mickey asked us questions and we were available for him whenever he needed us. We treated Mickey as if he had to develop a project in our classroom.
- Designing a Scratch project is effective for studying a scientific subject, and it can motivate others to study and understand science - Scratch can facilitate understanding science. Scratch is fun - All the students were enthusiastic about Scratch, in particular, the drag-and-drop interface. Most said that programming with Scratch is easy, but all of them said that without help from the instructor they could not have succeeded in developing their projects which required complex programming. It is not surprising that searching for knowledge in a context where it is needed facilitates learning
- Projects contribute to other students. Mickey’s explanations used words that young people use. The presentation of the projects of the other students received a warm reception in class.
- Look for the Italic 1. Since their Scratch projects had to be as scientifically accurate as possible, the students reviewed what they have studied in class and searched for additional information. The students said that they learned more about the topic of blood circulation in biology than they would have in class; they attributed this to the fact that they were learning in context. 2. The results of our research on the students’ attitudes show that all of them found Scratch fun and that they enjoyed programming with environment. The students emphasized that they needed the help of the teachers in order to successfully develop a Scratch project, especially when the project became large and complex. 3. We believe that the willingness to help, contribute and share knowledge with others is the result of the contribution model of the camp intertwined with the CSP upon which we designed the activities.
- One approach towards increasing engagement with STEM is through the use of robotics in education, both in formal instruction and through informal activities such as competitions. In our study we are asking whether this investment is worthwhile. This is a subject that interests also researchers, educators and politicians.
- In the interviews and asked about the reasons for choosing robotics at the beginning of the year, what are the benefits of studying robotics in school environment and among the students’ friends. We were asking also about the students’ motivation to study STEM at present as well as in the future. Data from these observations and interviews were analyzed to discover issues that related to the different TPB predictors. We used the approach given by Aijzen and Maden to guide the formulation of questions regarding goal-directed behavior, focusing on behavioral beliefs, normative beliefs, control beliefs and intentions. In addition, questions were formulated to investigate the strengths of the outcomes of each of the predictors. There were 44 questions that used a seven-point Likert scale (from: “strongly disagree" to: “strongly agree"). Multiple questions were used to ensure reliability. Here are three examples of questions asking about each predictor.
- From the observations and the interviews we found that most of the students were enthusiastic towards robotics at the beginning of the year when the subject was new. They carried out the assignments given by teachers and they collaborated on the construction of the robot. The FLL students collaborated more than the students in the classroom because they had a concrete goal, while the other students became bored. The robots in several classes did not function as expected, which led to frustration. The interviews showed that the students felt good when they received respect and support from the teachers and the staff at the school, as well as from their parents. The interviews revealed a problem in scheduling: robotics classes are usually given in the afternoon after all the other students have gone home.
- Each of the predictors (appears at the first line) was calculated according to the TPB framework in the following way: Score = summative multiplications of the predictors as described previously. We calculated the minimum and maximum possible scores. We divide the results into four quartiles and placed the students in those quartiles. The advantage of quartiles over the average is that it enables a deeper analysis of each of the predictors. This table shows the number of students in each quartile. Attitudes - The students are roughly uniformly distributed in the quartiles for attitudes, which is somewhat disappointing. Subjective norms – Most of the students fall into the two middle quartiles, which means that they can be influenced to choose STEM by the school and home environments. PBC- Most of the students fall into the three upper quartiles, with only 3 who feel that they cannot control their future choices to study STEM. Intentions - Very high, indicating that they are likely to choose STEM.
- The observations and interviews enabled us to construct a 44-item questionnaire according to the TPB framework. The observations and interviews revealed several aspects of students‘ engagement in robotics activities. While the attitudes and subjective norms were not as high as we expected, the results for the subjective norms are of particular importance, because it shows that students can be motivated by the respect and support they receive from their teachers and parents. On the other hand, we found out that students at the stage between middle school and high school show little motivation to study STEM. So, we should not be disappointed where the attitudes of the students are uniformly distributed. Moreover we found that the students feel that they are in control of choosing their future subjects.
- The high scores for intentions were compatible with a direct question asked in personal questions that appeared before the TPB part of the questionnaire: Do you intend to study a scientific subject (biology, chemistry, physics, computer science) in high school? Yes / No This strengthens our belief that robotics encourages intentions to choose STEM. We hope that the behavior of choosing STEM will be the next step.
- The theory of planned behavior proved to be a fruitful framework for research into students' engagement in robotics activities. We believe that a questionnaire constructed according TPB and based upon field work is a better instrument than a questionnaire based only upon the researchers' intuition and experience. Robotics activities are often justified on the claim that they motivate students to pursue further studies in STEM subjects. Our results provide empirical evidence that supports this claim.