Indian Journal of Science and Technology
DOI: 10.17485/ijst/2016/v9i24/96058
Year: 2016, Volume: 9, Issue: 24, Pages: 1-8
Original Article
Yun Jae Jang1 , Won Gyu Lee2 and Ja Mee Kim3*
1 Department of Computer Science Education, [email protected]
2 Department of Computer Science and Engineering, [email protected]
3 Major of Computer Science Education, [email protected]
*Author For Correspondence
Ja Mee Kim
Major of Computer Science Education,
Email:[email protected]
Background/Objectives: This study aims to identify effective teaching method in physical computing education for middle school students. Methods/Statistical Analysis: This study conducted a comparative analysis of middle school students’ perception and achievement between different teaching methods in physical computing education. Physical computing classes were provided for 30 hours, 49 students randomly participated in two classes. Findings: The results showed no statistically significant difference in perception and achievement between teaching methods. However, the results regarding the process of perception change suggest that there is a possibility that the problem-based inquiry method helps with gradual increase of class difficulty and improving class satisfaction. However, regarding learning basic concepts, the analysis results suggest that the direct teaching method is likely to be more helpful. Application/Improvements: In terms of future direction, ongoing efforts to find the teaching method that best fits the characteristics of physical computing education are needed.
Keywords: Case Study, Physical Computing Education, Teaching Method
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