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dc.rights.licenseThis is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).es_AR
dc.contributor.authorde la Hera, Diego P.es_AR
dc.contributor.authorZanoni, María B.es_AR
dc.contributor.authorSigman, Marianoes_AR
dc.contributor.authorCalero, Ceciliaes_AR
dc.date.accessioned2022-11-23T12:49:03Z
dc.date.available2022-11-23T12:49:03Z
dc.date.copyright© 2021 The Authors. Published by Elsevier Inc.
dc.date.issued2022
dc.identifier.issn0022-0965
dc.identifier.urihttps://repositorio.utdt.edu/handle/20.500.13098/11432
dc.identifier.urihttps://doi.org/10.1016/j.jecp.2021.105335
dc.description.abstractThere 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.es_AR
dc.format.extent1-18p.es_AR
dc.format.mediumapplication/pdfes_AR
dc.languagespaes_AR
dc.publisherJournal of Experimental Child Psychologyen
dc.rightsinfo:eu-repo/semantics/openAccesses_AR
dc.subjectComputer programminges_AR
dc.subjectTeachinges_AR
dc.subjectPeer tutoringes_AR
dc.subjectExploratory behaviores_AR
dc.subjectLearning by teachinges_AR
dc.subjectK-12 educationes_AR
dc.titlePeer tutoring of computer programming increases exploratory behavior in childrenes_AR
dc.typeinfo:eu-repo/semantics/articlees_AR
dc.type.versioninfo:eu-repo/semantics/publishedversiones_AR


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