JRM Vol.31 No.3 pp. 441-451
doi: 10.20965/jrm.2019.p0441


A Study on Developmentally Appropriate Programming Education Learning Materials for Lower-Elementary School Students

Kazuo Kawada*, Katsuya Okamoto**, Teruyuki Tamai***, and Yoshihiro Ohnishi***

*Graduate School of Education, Hiroshima University
1-1-1 Kagamiyama, Higashi-hiroshima, Hiroshima 739-8524, Japan

**Onomichi City Nagae Junior High School
3-10-4 Nagae, Onomichi, Hiroshima 722-0046, Japan

***Faculty of Education, Ehime University
3 Bunkyo-cho, Matsuyama, Ehime 790-8577, Japan

January 3, 2019
April 26, 2019
June 20, 2019
developmental stage, control and measurement, elementary school students, computational thinking, concrete and semi-concrete material

In Japan, programming education will be introduced in the Courses of Study for Elementary School from FY2020. Although various studies have been conducted on this topic, very few have examined Japanese elementary school computational thinking in terms of the developmental stages of elementary school children. Thus, we developed programming learning materials using concrete objects that can be understood by lower-elementary students. Specifically, we divided program-oriented thinking into three steps: concrete, logical, and abstract thinking; we then made the pupils carry out work in this order to encourage them to think of the sequence of actions necessary to implement the intended act, which involved the measurement and control of an illumination system. Furthermore, we discuss the validity of the proposed material based on questionnaire results of student participants and their parents of a workshop.

Three-step computational thinking

Three-step computational thinking

Cite this article as:
K. Kawada, K. Okamoto, T. Tamai, and Y. Ohnishi, “A Study on Developmentally Appropriate Programming Education Learning Materials for Lower-Elementary School Students,” J. Robot. Mechatron., Vol.31 No.3, pp. 441-451, 2019.
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Last updated on Jun. 03, 2024