Implementering av programmering i grundskolan

• Main Author: Lutovska, Irina
• Format: Others
• Language: Swedish
• Published: Malmö universitet, Fakulteten för lärande och samhälle (LS) 2021
• Subjects: compulsory education / compulsory school / creativity / logical thinking /problem solving / / programming / coding; grundskolan / kreativitet / logiskt tänkande / problemlösning /; Didactics; Didaktik; Pedagogy; Pedagogik; Natural Sciences; Naturvetenskap; Computer and Information Sciences; Data- och informationsvetenskap
• Online Access: http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-41978

This essay will address the introduction of programming as an element in the compulsory school curriculum and examine the extent to which teachers have been affected by the introduction of programming in curriculaand syllabi. The essay is based on two questions: "What difficulties and opportunities have arisen in the teaching after programming was implemented in the syllabus?" and "What forms of pedagogy can teachers use to best support the development of logical thinking, problem solving, creativity and a structured approach through programming skills?". The questions are answered using scientific literature and analysis of previous scientific research. The results of the study are, among other things, that there is a great deal of uncertainty in how programming should be implemented in the students' syllabi, but also how the teachers should feel comfortable in teaching such a new subject when there is a lack of proper training for the teachers. Another conclusion is that the biggest reason for the introduction of programming in schools is to strengthen students' digital skills as society becomes increasingly digital.