מי מלמד תכנות יצירתי? אסטרטגיות הוראה של מורים לקוד ורובוטיקה כמשקפות פדגוגיות אינסטרוקטיביסטיות וקונסטרוקטיביסיות

Creative computing is one of the prominent ways to develop computational
thinking, which is crucial for successful functioning in the digital era. It is
therefore important to incorporate creative computing in the curriculum for
young students. The constructivist learning approach (Papert, 1980) relates to
creative computing the ability to improve high-order thinking processes.
However, the manner in which different digital tools are integrated into
learning processes depends on the pedagogic perspectives of teachers. Namely,
teachers who hold instructivist perspectives continue using teacher-centered
pedagogy in technology-enhanced environments, while teachers with
constructivist perspectives tend to realize the added value of technology to
promote pedagogy. This study first examined "folk pedagogy" perceptions
(Olson & Bruner, 1996) of 89 teachers who integrate technologies in their
classroom through a self-report questionnaire. We then analyzed through semistructured interviews pedagogical strategies of twelve teachers who teach
creative computing using the Scratch online platform. Half of the interviewees
hold instructivist and another half-constructivist pedagogical perspectives. The
findings showed a good match of self-report "folk pedagogy" through the
questionnaire and the pedagogical processes described in the interviews. The
coding of the interviews showed that the implementation of constructivist
teaching strategies by teachers with constructivist pedagogical perspectives
(75.9%) was significantly higher than among their instructivist colleagues
(46.1%, p<.001). However, based on the findings, we recommended
integrating creative computing in schools for promoting constructivist
pedagogy even among teachers with traditional pedagogical perspectives.