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Wild programming ‒ one unintended experiment with inquiry based learning. (English)
Kalaš, Ivan (ed.) et al., Informatics in schools. Contributing to 21st century education. 5th International Conference on Informatics in Schools: Situation, Evolution and Perspectives, ISSEP 2011, Bratislava, Slovakia, October 26‒29, 2011. Proceedings. Berlin: Springer (ISBN 978-3-642-24721-7/pbk; 978-3-642-24722-4/ebook). Lecture Notes in Computer Science 7013, 1-8 (2011).
Summary: This paper describes one unplanned experiment of a $6^{\text{th}}$ grade student writing her first computer program for 3D graphics before learning any programming language. Some intriguing aspects in her program are analyzed, especially the emerging understanding of key concepts like enumeration, naming conventions of variables and symmetry in 3D space. The paper also identifies two main directions of mental processes. The first direction is actively supported by the school. It is based on presenting and using knowledge in a distilled error-free way. The other direction encompasses techniques needed to identify wrong solutions and to find a way to overcome problems and reach a correct solution. This direction in underrepresented in the educational system and it is left uncultivated as a result. Students are expected to develop such skills by themselves.
Classification: P53 Q63 A63
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