The Song of Orpheus... Motivation, reflection and innovation around teaching planning: A space for questions from which to start inhabiting the class
Teaching programming is a highly controversial topic in the academic production on didactics. In recent years, the idea that it does not present more than limitations in the teaching task has been gaining relevance. However, research shows that the class has its origins in an original idea that cont...
Guardado en:
| Autor principal: | |
|---|---|
| Formato: | Artículo revista |
| Lenguaje: | Español |
| Publicado: |
IRICE (CONICET-UNR)
2024
|
| Materias: | |
| Acceso en línea: | https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1786 |
| Aporte de: |
| Sumario: | Teaching programming is a highly controversial topic in the academic production on didactics. In recent years, the idea that it does not present more than limitations in the teaching task has been gaining relevance. However, research shows that the class has its origins in an original idea that contributes and enhances the possibilities for learning.
This paper aims to address planning as a space for initial questions about which the class will begin to think. To do so, a hermeneutic-interpretative investigation is carried out with a flexible design based on three fundamental instruments: surveys of students and teachers, in-depth interviews and classroom observations that are complemented by the analysis of Teacher Work Programs.
The results obtained highlight the potential of planning in class design, not from the prescriptive point of view, but from the generation of a space for questions that opens the possibility of creating an attractive class. A starting point from which to begin inhabiting a class capable of eclipsing the siren songs and inviting students to found commitments in the construction of knowledge. |
|---|