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dc.contributor.author
de la Hera, Diego Pablo
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dc.contributor.author
Zanoni Saad, María Belén
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dc.contributor.author
Sigman, Mariano
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dc.contributor.author
Calero, Cecilia Ines
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dc.date.available
2023-06-16T16:58:01Z
dc.date.issued
2022-04
dc.identifier.citation
de la Hera, Diego Pablo; Zanoni Saad, María Belén; Sigman, Mariano; Calero, Cecilia Ines; Peer tutoring of computer programming increases exploratory behavior in children; Elsevier; Journal of Experimental Child Psychology; 216; 4-2022; 1-18
dc.identifier.issn
0022-0965
dc.identifier.uri
http://hdl.handle.net/11336/200851
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.format
application/pdf
dc.language.iso
eng
dc.publisher
Elsevier
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dc.rights
info:eu-repo/semantics/openAccess
dc.rights.uri
https://creativecommons.org/licenses/by/2.5/ar/
dc.subject
COMPUTER PROGRAMMING
dc.subject
EXPLORATORY BEHAVIOR
dc.subject
K-12 EDUCATION
dc.subject
LEARNING BY TEACHING
dc.subject
PEER TUTORING
dc.subject
TEACHING
dc.subject.classification
Otras Psicología
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dc.subject.classification
Psicología
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dc.subject.classification
CIENCIAS SOCIALES
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dc.title
Peer tutoring of computer programming increases exploratory behavior in children
dc.type
info:eu-repo/semantics/article
dc.type
info:ar-repo/semantics/artículo
dc.type
info:eu-repo/semantics/publishedVersion
dc.date.updated
2023-06-12T17:33:20Z
dc.journal.volume
216
dc.journal.pagination
1-18
dc.journal.pais
Países Bajos
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dc.description.fil
Fil: de la Hera, Diego Pablo. Universidad Torcuato Di Tella; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
dc.description.fil
Fil: Zanoni Saad, María Belén. Universidad Torcuato Di Tella; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
dc.description.fil
Fil: Sigman, Mariano. Universidad Torcuato Di Tella; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
dc.description.fil
Fil: Calero, Cecilia Ines. Universidad Torcuato Di Tella; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
dc.journal.title
Journal of Experimental Child Psychology
dc.relation.alternativeid
info:eu-repo/semantics/altIdentifier/url/https://linkinghub.elsevier.com/retrieve/pii/S0022096521002538
dc.relation.alternativeid
info:eu-repo/semantics/altIdentifier/doi/http://dx.doi.org/10.1016/j.jecp.2021.105335
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