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Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
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The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
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During Piaget's concrete operational stage, from ages 7 to 11, children exhibit a marked increase in logical thinking skills, specifically in relation to tangible, real-world events. This stage is characterized by the development of several essential cognitive concepts, including conservation, reversibility, and classification, all of which support the child's evolving capacity for structured thought.
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Peer tutoring of computer programming increases exploratory behavior in children.

Diego P de la Hera1, María B Zanoni1, Mariano Sigman1

  • 1Laboratorio de Neurociencia, Universidad Torcuato Di Tella (UTDT), C1428 Buenos Aires, Argentina; Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), C1425 Buenos Aires, Argentina.

Journal of Experimental Child Psychology
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Summary

Peer tutoring effectively teaches children computer programming, showing comparable results to adult instruction. While peer-taught children exhibited faster, more exploratory learning, teaching a peer did not yield significant effects.

Keywords:
Computer programmingExploratory behaviorK-12 educationLearning by teachingPeer tutoringTeaching

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Area of Science:

  • Educational Psychology
  • Computer Science Education

Background:

  • Growing interest in computer science and programming education for children.
  • Peer tutoring is an established educational resource in other fields.
  • Limited research on peer tutoring for foundational programming skills in children.

Purpose of the Study:

  • To investigate the efficacy of peer tutoring in teaching computer programming to young children.
  • To compare learning outcomes when children are taught by an adult versus a peer.
  • To examine the effect of teaching a peer versus simply revising learned material.

Main Methods:

  • Comparative study involving 42 children aged 7 years 1 month to 8 years 4 months.
  • Group 1: Children learning programming from an adult.
  • Group 2: Children learning programming from a peer.
  • Group 3: Children teaching a peer programming.
  • Group 4: Children revising programming concepts.

Main Results:

  • Children taught by peers demonstrated overall performance comparable to those taught by adults.
  • Peer-taught children displayed a speed-accuracy trade-off, with shorter response times but lower accuracy, indicating more exploratory behavior.
  • No significant effects were observed from the act of teaching a peer.

Conclusions:

  • Peer tutoring is a viable and effective method for teaching computer programming to children.
  • This approach can foster broader understanding of computer operations and programming.
  • Findings support the integration of peer tutoring to enhance computer science literacy in schools.