Peer tutoring of computer programming increases exploratory behavior in children

Autores
de la Hera, Diego Pablo; Zanoni Saad, María Belén; Sigman, Mariano; Calero, Cecilia Ines
Año de publicación
2022
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
There is growing interest in teaching computer science and programming skills in schools. Here we investigated the efficacy of peer tutoring, which is known to be a useful educational resource in other domains but never before has been examined in such a core aspect of applied logical thinking in children. We compared (a) how children (N = 42, age range = 7 years 1 month to 8 years 4 months) learn computer programming from an adult versus learning from a peer and (b) the effect of teaching a peer versus simply revising what has been learned. Our results indicate that children taught by a peer showed comparable overall performance—a combination of accuracy and response times—to their classmates taught by an adult. However, there was a speed–accuracy trade-off, and peer-taught children showed more exploratory behavior, with shorter response times at the expense of lower accuracy. In contrast, no tutor effects (i.e., resulting from teaching a peer) were found. Thus, our results provide empirical evidence in support of peer tutoring as a way to help teach computer programming to children. This could contribute to the promotion of a widespread understanding of how computers operate and how to shape them, which is essential to our values of democracy, plurality, and freedom.
Fil: de la Hera, Diego Pablo. Universidad Torcuato Di Tella; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Zanoni Saad, María Belén. Universidad Torcuato Di Tella; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Sigman, Mariano. Universidad Torcuato Di Tella; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Calero, Cecilia Ines. Universidad Torcuato Di Tella; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Materia
COMPUTER PROGRAMMING
EXPLORATORY BEHAVIOR
K-12 EDUCATION
LEARNING BY TEACHING
PEER TUTORING
TEACHING
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/200851
Acceder
id CONICETDig_a7edb6229ee5ec19f84b01b7faf52c8e
oai_identifier_str oai:ri.conicet.gov.ar:11336/200851
network_acronym_str CONICETDig
repository_id_str 3498
network_name_str CONICET Digital (CONICET)
spelling Peer tutoring of computer programming increases exploratory behavior in childrende la Hera, Diego PabloZanoni Saad, María BelénSigman, MarianoCalero, Cecilia InesCOMPUTER PROGRAMMINGEXPLORATORY BEHAVIORK-12 EDUCATIONLEARNING BY TEACHINGPEER TUTORINGTEACHINGhttps://purl.org/becyt/ford/5.1https://purl.org/becyt/ford/5There is growing interest in teaching computer science and programming skills in schools. Here we investigated the efficacy of peer tutoring, which is known to be a useful educational resource in other domains but never before has been examined in such a core aspect of applied logical thinking in children. We compared (a) how children (N = 42, age range = 7 years 1 month to 8 years 4 months) learn computer programming from an adult versus learning from a peer and (b) the effect of teaching a peer versus simply revising what has been learned. Our results indicate that children taught by a peer showed comparable overall performance—a combination of accuracy and response times—to their classmates taught by an adult. However, there was a speed–accuracy trade-off, and peer-taught children showed more exploratory behavior, with shorter response times at the expense of lower accuracy. In contrast, no tutor effects (i.e., resulting from teaching a peer) were found. Thus, our results provide empirical evidence in support of peer tutoring as a way to help teach computer programming to children. This could contribute to the promotion of a widespread understanding of how computers operate and how to shape them, which is essential to our values of democracy, plurality, and freedom.Fil: de la Hera, Diego Pablo. Universidad Torcuato Di Tella; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Zanoni Saad, María Belén. Universidad Torcuato Di Tella; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Sigman, Mariano. Universidad Torcuato Di Tella; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Calero, Cecilia Ines. Universidad Torcuato Di Tella; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaElsevier2022-04info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/200851de la Hera, Diego Pablo; Zanoni Saad, María Belén; Sigman, Mariano; Calero, Cecilia Ines; Peer tutoring of computer programming increases exploratory behavior in children; Elsevier; Journal of Experimental Child Psychology; 216; 4-2022; 1-180022-0965CONICET DigitalCONICETenginfo:eu-repo/semantics/altIdentifier/url/https://linkinghub.elsevier.com/retrieve/pii/S0022096521002538info:eu-repo/semantics/altIdentifier/doi/10.1016/j.jecp.2021.105335info:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-09-03T09:51:56Zoai:ri.conicet.gov.ar:11336/200851instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-09-03 09:51:57.232CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv Peer tutoring of computer programming increases exploratory behavior in children
title Peer tutoring of computer programming increases exploratory behavior in children
spellingShingle Peer tutoring of computer programming increases exploratory behavior in children
de la Hera, Diego Pablo
COMPUTER PROGRAMMING
EXPLORATORY BEHAVIOR
K-12 EDUCATION
LEARNING BY TEACHING
PEER TUTORING
TEACHING
title_short Peer tutoring of computer programming increases exploratory behavior in children
title_full Peer tutoring of computer programming increases exploratory behavior in children
title_fullStr Peer tutoring of computer programming increases exploratory behavior in children
title_full_unstemmed Peer tutoring of computer programming increases exploratory behavior in children
title_sort Peer tutoring of computer programming increases exploratory behavior in children
dc.creator.none.fl_str_mv de la Hera, Diego Pablo
Zanoni Saad, María Belén
Sigman, Mariano
Calero, Cecilia Ines
author de la Hera, Diego Pablo
author_facet de la Hera, Diego Pablo
Zanoni Saad, María Belén
Sigman, Mariano
Calero, Cecilia Ines
author_role author
author2 Zanoni Saad, María Belén
Sigman, Mariano
Calero, Cecilia Ines
author2_role author
author
author
dc.subject.none.fl_str_mv COMPUTER PROGRAMMING
EXPLORATORY BEHAVIOR
K-12 EDUCATION
LEARNING BY TEACHING
PEER TUTORING
TEACHING
topic COMPUTER PROGRAMMING
EXPLORATORY BEHAVIOR
K-12 EDUCATION
LEARNING BY TEACHING
PEER TUTORING
TEACHING
purl_subject.fl_str_mv https://purl.org/becyt/ford/5.1
https://purl.org/becyt/ford/5
dc.description.none.fl_txt_mv There is growing interest in teaching computer science and programming skills in schools. Here we investigated the efficacy of peer tutoring, which is known to be a useful educational resource in other domains but never before has been examined in such a core aspect of applied logical thinking in children. We compared (a) how children (N = 42, age range = 7 years 1 month to 8 years 4 months) learn computer programming from an adult versus learning from a peer and (b) the effect of teaching a peer versus simply revising what has been learned. Our results indicate that children taught by a peer showed comparable overall performance—a combination of accuracy and response times—to their classmates taught by an adult. However, there was a speed–accuracy trade-off, and peer-taught children showed more exploratory behavior, with shorter response times at the expense of lower accuracy. In contrast, no tutor effects (i.e., resulting from teaching a peer) were found. Thus, our results provide empirical evidence in support of peer tutoring as a way to help teach computer programming to children. This could contribute to the promotion of a widespread understanding of how computers operate and how to shape them, which is essential to our values of democracy, plurality, and freedom.
Fil: de la Hera, Diego Pablo. Universidad Torcuato Di Tella; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Zanoni Saad, María Belén. Universidad Torcuato Di Tella; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Sigman, Mariano. Universidad Torcuato Di Tella; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Calero, Cecilia Ines. Universidad Torcuato Di Tella; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
description There is growing interest in teaching computer science and programming skills in schools. Here we investigated the efficacy of peer tutoring, which is known to be a useful educational resource in other domains but never before has been examined in such a core aspect of applied logical thinking in children. We compared (a) how children (N = 42, age range = 7 years 1 month to 8 years 4 months) learn computer programming from an adult versus learning from a peer and (b) the effect of teaching a peer versus simply revising what has been learned. Our results indicate that children taught by a peer showed comparable overall performance—a combination of accuracy and response times—to their classmates taught by an adult. However, there was a speed–accuracy trade-off, and peer-taught children showed more exploratory behavior, with shorter response times at the expense of lower accuracy. In contrast, no tutor effects (i.e., resulting from teaching a peer) were found. Thus, our results provide empirical evidence in support of peer tutoring as a way to help teach computer programming to children. This could contribute to the promotion of a widespread understanding of how computers operate and how to shape them, which is essential to our values of democracy, plurality, and freedom.
publishDate 2022
dc.date.none.fl_str_mv 2022-04
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/resource_type/c_6501
info:ar-repo/semantics/articulo
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/11336/200851
de la Hera, Diego Pablo; Zanoni Saad, María Belén; Sigman, Mariano; Calero, Cecilia Ines; Peer tutoring of computer programming increases exploratory behavior in children; Elsevier; Journal of Experimental Child Psychology; 216; 4-2022; 1-18
0022-0965
CONICET Digital
CONICET
url http://hdl.handle.net/11336/200851
identifier_str_mv de la Hera, Diego Pablo; Zanoni Saad, María Belén; Sigman, Mariano; Calero, Cecilia Ines; Peer tutoring of computer programming increases exploratory behavior in children; Elsevier; Journal of Experimental Child Psychology; 216; 4-2022; 1-18
0022-0965
CONICET Digital
CONICET
dc.language.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/url/https://linkinghub.elsevier.com/retrieve/pii/S0022096521002538
info:eu-repo/semantics/altIdentifier/doi/10.1016/j.jecp.2021.105335
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by/2.5/ar/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by/2.5/ar/
dc.format.none.fl_str_mv application/pdf
application/pdf
application/pdf
dc.publisher.none.fl_str_mv Elsevier
publisher.none.fl_str_mv Elsevier
dc.source.none.fl_str_mv reponame:CONICET Digital (CONICET)
instname:Consejo Nacional de Investigaciones Científicas y Técnicas
reponame_str CONICET Digital (CONICET)
collection CONICET Digital (CONICET)
instname_str Consejo Nacional de Investigaciones Científicas y Técnicas
repository.name.fl_str_mv CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas
repository.mail.fl_str_mv dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar
_version_ 1842269125439651840
score 13.13397

Publicaciones similares