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Introduction to Arduino Programming for Vg2 Students using PRIMM Model Adaptation

Learn Arduino programming in Teknologilinja vg1/vg2 and Elektrofag vg1 with a top-down approach using the PRIMM model from Kings College London. Engage in hands-on activities and explore the variable outcomes of programming. Discover how research can inform effective teaching methods.

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Introduction to Arduino Programming for Vg2 Students using PRIMM Model Adaptation

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  1. Introducing Arduino-programming to Vg2-students using an adaptation of the PRIMM-model from Kings College London. • Sofie Aarnes, Teknologilinja Kuben vgs

  2. Background • Arduino-programming in Teknologilinja vg1/vg2 and Elektrofag vg1 • Top-down-approach (follow the teacher or tutorial step by step) • A lot of doing, little understanding Variable outcome for the pupils

  3. Can research show me how to teach programming so my pupils learn more?

  4. The PRIMM-method (Sue Sentance and Jane Waite, 2017) Sue Sentance and Jane Waite. 2017. PRIMM: ExploringPedagogicalApproaches for TeachingText-based Programming in School. In Proceedingsofthe 12th Workshop onPrimary and Secondary Computing Education (WiPSCE '17). ACM, New York, NY, USA, 113--114.

  5. Arduino-programming for vg2 teknologilinja, 3 lessons with introduction-worksheets

  6. Example from the first lesson • Task 1: Guess whatthecodedoes? Discusswithyourbuddy.

  7. Example from the first lesson • Task 2: Connect a buzzer to pin 11 and GND on your Arduino UNO and run this code. What do you observe? Was your prediction right?

  8. Example from the first lesson • Task 3: Fill out the worksheet.

  9. Example from the first lesson • Task 4:Change the code: • - What happens if you change the number in delay()? • - What happens if you change a to 8? • Task 5: Challenge: • Add code so your buzzer buzz the S.O.S-signal.

  10. I have tried the PRIMM-approach in teacher courses as well

  11. My experiences so far • The method makes pupils stop and think and not brainless copying code from a tutorial • The lessons hade a good balance between the teacher-led parts and individual/pair work • The worksheets makes the pupils self going • Differentiation in the challenge-task Innovativ læring // Presentasjon 15. september 2011

  12. Takk for meg! Innovativ læring // Presentasjon 15. september 2011

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