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Koden först: Utformning av ett induktivt introduktionsmoment iprogrammering på Tekniskt basår med bakgrund iidentifierade svårigheter
KTH, School of Industrial Engineering and Management (ITM), Learning.
KTH, School of Industrial Engineering and Management (ITM), Learning.
2019 (Swedish)Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesisAlternative title
Coding First (English)
Abstract [sv]

Programmering tog 2018 ett stort kliv in matematikundervisningen och det är upp till varjeenskild lärare att besluta hur programmering ska integreras i matematikundervisningen. Detvar med denna bakgrund som Tekniskt basår på KTH Campus önskade utvecklaprogrammeringslaborationer till studenter på Tekniskt basår 2018/2019. Uppdragetformulerades sedan om till att vi, istället, skulle leda ett fristående introduktionsmoment iprogrammering för nuvarande Tekniskt basårsstudenter (VT2019).Syftet med detta examensarbete var att kartlägga svårigheter som tidigare Teknisktbasårsstudenter haft då de läste sin första programmeringskurs på ett ingenjörsprogram. Defunna svårigheterna skulle sedan ligga till grund för ett introduktionsmoment för nuvarandestudenter på Tekniskt basår. En enkätundersökning på tidigare studenter utfördes för attsamla in data för att identifiera svårigheterna som sedan kategoriserades genom en tematiskanalys. Introduktionsmomentet skapades med mindre uppgifter utifrån idéer frånproblembaserat och induktivt lärande.Resultatet pekar på sju teman av svårigheter, nämligen abstrakt, komplext, teori,arbetssättet, kursen, nytt och övriga svårigheter. Resultaten av svårigheterna liknar det somtidigare kartläggningar av programmeringssvårigheter har funnit. Ett förslag på ett induktivtintroduktionsmoment influerat av problembaserat lärande presenteras och analyseras utifrånde funna svårigheterna.Vidare forskning skulle kunna följa upp om studenterna upplevde att svårigheterna blevavdramatiserade genom introduktionsmomentet samt utvärdera hur introduktionsmomentetkan tas vidare på Tekniskt basår.

Abstract [en]

In 2018, programming became an integral part of mathematics education in Sweden. However, the choice of how to integrate it with the curriculum remains a decision of the teacher. Consequently, teachers at KTH’s Technical Preparatory Year announced a master’s degree project aiming to design programming labs in mathematics for students attending the program during 2018/2019. The degree project was reformulated to focus on introducing programming without the mathematical context. The aim of this master thesis was to pinpoint earlier students’ difficulties during theintroductory course in programming of their engineering program at KTH. These difficulties would later be the basis of the programming introduction for the current Technical Preparatory Year students. A review of the research literature on the learning of programming identified a number of common areas of concern. In order to collect data to identify our prior students’ difficulties a survey was designed. The data collected in the survey was then categorized through a thematic analysis.The results indicated seven themes of difficulties: abstract, complex, theory, work procedure, programming courses, new and miscellaneous. The results are similar to those found in prior categorizations of programming difficulties. Taking these themes into consideration, a suggestion of the content for the introduction was presented based on ideas from inductive learning and problem based learning. Future research should focus on determining whether the introduction dealt with the difficulties and what the effects were. Furthermore, future research could develop the material for the introduction, in particular how students are assessed.

Place, publisher, year, edition, pages
2019. , p. 69
Series
TRITA-ITM-EX ; 2019:530
Keywords [en]
Technical Preparatory Year, programming introduction, thematic analysis, difficulties, inductive learning, problem based learning
Keywords [sv]
Tekniskt basår, introduktionsmoment, programmering, tematisk analys, svårigheter, induktivt lärande, problembaserat lärande
National Category
Engineering and Technology Learning
Identifiers
URN: urn:nbn:se:kth:diva-255151OAI: oai:DiVA.org:kth-255151DiVA, id: diva2:1338333
Subject / course
Technology and Learning
Educational program
Master of Science in Engineering - Engineering and of Education
Presentation
2019-05-22, 00:00
Supervisors
Examiners
Available from: 2019-07-22 Created: 2019-07-22 Last updated: 2019-07-22Bibliographically approved

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