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Factors influencing Swedish grades 4–6 technology teachers’ choice of teaching and learning material in programming education
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.ORCID iD: 0000-0002-6921-8636
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.ORCID iD: 0000-0002-5823-1472
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.ORCID iD: 0000-0002-5317-6312
2023 (English)In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804Article in journal (Refereed) Published
Abstract [en]

There is a recognized need to understand the current state of programming implementation in the Swedish compulsory school system. This study focused specifically on the implementation of programming in the school subject of technology for grades 4–6. In Sweden, the responsibility for choosing teaching and learning material lies with individual teachers. Recent studies have indicated the prevalence of visual programming languages (VPLs) in classrooms. However, no empirical research has specifically investigated why teachers select particular programming learning environments (PLEs) and the challenges they have overcome in this process. Therefore, this study aimed to explore the PLEs used by teachers and the factors influencing their choices. In addition, this study explored the role of pedagogical content knowledge (PCK) and the influence of systemic and situational amplifiers and filters in shaping the programming education landscape, highlighting the importance of understanding these factors for effective implementation. Semi-structured interviews were conducted with 14 experienced programming teachers in grades 4–6 to gather insights. The results revealed that VPLs, particularly Scratch, have been widely adopted, but the study also identified three textual programming languages being utilized. Furthermore, the findings indicate that teachers’ previous education plays a significant role in shaping their PLE preferences. This suggests that programming education in both professional development and preservice teacher training is crucial for effective implementation. By investigating PLE choices and the factors influencing them, this study contributes to a better understanding of the current landscape of programming education in Sweden’s compulsory school system. 

Place, publisher, year, edition, pages
Springer Science and Business Media B.V. , 2023.
Keywords [en]
Pedagogical content knowledge (PCK), Programming learning environment (PLE), Swedish compulsory school grades 4–6, Teacher choice, Technology
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URN: urn:nbn:se:mdh:diva-64650DOI: 10.1007/s10798-023-09860-8ISI: 001090927900002Scopus ID: 2-s2.0-85174618440OAI: oai:DiVA.org:mdh-64650DiVA, id: diva2:1808978
Available from: 2023-11-01 Created: 2023-11-01 Last updated: 2023-12-04Bibliographically approved

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Bjursten, Eva-LenaNilsson, TorJonsson, Gunnar

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