dc.creator | de la Hera, Diego P. | |
dc.creator | Zanoni, María B. | |
dc.creator | Sigman, Mariano | |
dc.creator | Calero, Cecilia | |
dc.date.accessioned | 2022-11-23T12:49:03Z | |
dc.date.accessioned | 2024-08-01T16:52:24Z | |
dc.date.available | 2022-11-23T12:49:03Z | |
dc.date.available | 2024-08-01T16:52:24Z | |
dc.date.created | 2022-11-23T12:49:03Z | |
dc.date.issued | 2022 | |
dc.identifier | 0022-0965 | |
dc.identifier | https://repositorio.utdt.edu/handle/20.500.13098/11432 | |
dc.identifier | https://doi.org/10.1016/j.jecp.2021.105335 | |
dc.identifier.uri | https://repositorioslatinoamericanos.uchile.cl/handle/2250/9536751 | |
dc.description.abstract | There is growing interest in teaching computer science and programming
skills in schools. Here we investigated the efficacy of
peer tutoring, which is known to be a useful educational resource
in other domains but never before has been examined in such a
core aspect of applied logical thinking in children. We compared
(a) how children (N = 42, age range = 7 years 1 month to 8 years
4 months) learn computer programming from an adult versus
learning from a peer and (b) the effect of teaching a peer versus
simply revising what has been learned. Our results indicate that
children taught by a peer showed comparable overall performance—
a combination of accuracy and response times—to their
classmates taught by an adult. However, there was a speed–accuracy
trade-off, and peer-taught children showed more exploratory
behavior, with shorter response times at the expense of lower
accuracy. In contrast, no tutor effects (i.e., resulting from teaching
a peer) were found. Thus, our results provide empirical evidence in
support of peer tutoring as a way to help teach computer programming
to children. This could contribute to the promotion of a widespread
understanding of how computers operate and how to shape
them, which is essential to our values of democracy, plurality, and
freedom. | |
dc.publisher | Journal of Experimental Child Psychology | |
dc.rights | This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/). | |
dc.rights | info:eu-repo/semantics/openAccess | |
dc.subject | Computer programming | |
dc.subject | Teaching | |
dc.subject | Peer tutoring | |
dc.subject | Exploratory behavior | |
dc.subject | Learning by teaching | |
dc.subject | K-12 education | |
dc.title | Peer tutoring of computer programming increases exploratory behavior in children | |
dc.type | info:eu-repo/semantics/article | |