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Clojure som första programspråk: En studie om funktionell programmering med grundskollärare
KTH, School of Industrial Engineering and Management (ITM), Learning.
KTH, School of Industrial Engineering and Management (ITM), Learning.
2018 (Swedish)Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesisAlternative title
Clojure as first programming language : A study of functional programming with primary teachers (English)
Abstract [sv]

Den svenska grundskolans läroplan har reviderats till att innehålla

programmering från och med den 1 juli 2018. Detta medför flera val

av hur programmeringsundervisning skall utformas bland annat val

av programspråk och programmeringsparadigm. I denna studie undersöks

det funktionella programspråket Clojure som introduktionsspråk

för grundskollärare utan tidigare programmeringserfarenhet.

Syftet har varit att ta reda på vilka utmaningar de mött vid programmeringen.

En kombination av metoder har använts för att ta reda på detta.

Studien har genomförts med 13 grundskollärare som deltagit

i en introduktionskurs i Clojure. Med hjälp av verktyget Codepad har

kursdeltagarnas knapptryck spelats in när de programmerat. Dessa

inspelningar har sedan använts för att utföra intervjuer med metoden

stimulated recall där intervjudeltagarna fick se sin egen Codepadinspelning

och sedan berättat om deras resonemang kring koden. Metoden

att kombinera kodinspelning med stimulated recall har genererat

stora mängder både kvantitativ och kvalitativ data och därmed

gett en tydlig bild av hur kursdeltagarna har programmerat i Clojure.

Av studiens resultat framkommer att kursdeltagarnas största utmaning

är programspråkets syntax. Detta stämmer överens med tidigare

studier som visar att syntax är den vanligaste utmaningen för nybörjare

även i andra programspråk. Vi ser därför inga specifika egenskaper

hos Clojure som skulle motivera att välja bort varken det eller det

funktionella paradigmet i introduktionskurser i programmering.

Abstract [en]

The Swedish primary school curricula have been revised to include

programming as of July 1, 2018. This entails several choices of how

programming education should be designed, among other things, the

choice of programming languages and programming paradigms. In

this study, the functional programming language Clojure is examined

as an introductory language for primary school teachers without previous

programming experience. The purpose has been to find out

what challenges they encountered in programming. For this a combination

of methods has been used. The study has been conducted

with 13 primary school teachers who participated in an introductory

course in Clojure. Using the tool Codepad, the participants’ every key

press has been recorded when programming. These recordings were

then used to conduct interviews with the method

stimulated recall, where the interviewees saw their own Codepad recordings and then

explained their reasoning about the code. The method of combining

code recordings with stimulated recall has generated large amounts of

both quantitative and qualitative data, thus giving a clear picture of

how the course participants have programmed in Clojure. The study

results show that the participants’ greatest challenge is the syntax of

the programming language. This is consistent with previous studies

that show that syntax is the most common challenge for novice programmers,

even in other programming languages. We therefore see

no specific characteristics of Clojure that would hinder it, or the functional

paradigm, in introductory courses in programming.

Place, publisher, year, edition, pages
2018. , p. 93
Series
TRITA-ITM-EX ; 2018:594
National Category
Learning Other Engineering and Technologies
Identifiers
URN: urn:nbn:se:kth:diva-233229OAI: oai:DiVA.org:kth-233229DiVA, id: diva2:1238737
Subject / course
Technology and Learning
Educational program
Master of Science in Engineering - Engineering and of Education
Presentation
2018-05-18, 00:00
Supervisors
Examiners
Available from: 2018-08-21 Created: 2018-08-14 Last updated: 2018-08-21Bibliographically approved

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