Analysis of Promotion / Inhibition Factor Model Based on Teacher's Attitude Survey for Programming Education at Elementary School

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  • 小学校プログラミング教育に対する教員の意識調査に基づく促進・阻害要因モデルの検討
  • ショウガッコウ プログラミング キョウイク ニ タイスル キョウイン ノ イシキ チョウサ ニ モトズク ソクシン ・ ソガイ ヨウイン モデル ノ ケントウ

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Abstract

<p>This study aimed to discover specific schemes for promoting programming education in primary schools, and conducted an attitude survey of teachers, using exploratory data analysis to extract hindering and motivating factors. From 443 responses, the analysis extracted “lack of teaching aids, etc.,” “recognition of disparity,” and “resistance to the use of ICT” as hindering factors. Further, “structures encouraging promotion,” “information provision,” and “human resource assistance” were extracted as motivating factors. Through a covariance structure analysis conducted to reveal the relationships between the six extracted factors, a model was developed to resolve hindering factors using motivating factors, resulting in a model that showed that the three motivating factors (“structures encouraging promotion,” “information provision,” and “human resource assistance”) were interrelated, and that linked “information provision” to the hindering factor “lack of teaching aids, etc.,” “human resource assistance” to the hindering factor “resistance to the use of ICT,” and improvements in “lack of teaching aids, etc.” and “resistance to the use of ICT” to the resolution of disparity in skills and knowledge of teachers and children.</p><p></p>

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