Development of Learning Systems for Children to Promote Self-Directed Choosing of Learning Tasks

Development of Learning Systems for Children to Promote Self-Directed Choosing of Learning Tasks

Yoshihiro Kawano, Yuka Kawano
Copyright: © 2021 |Pages: 18
DOI: 10.4018/IJMCMC.20210701.oa1
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Abstract

In this study, a learning-data collection system to acquire the data regarding developmental stages and learning activities has been developed for the purpose of self-directed choosing of learning tasks by children. The skills necessary for the children to choose their own learning tasks are categorized into three segments—“computational thinking,” “ICT literacy,” and “social perspective”—that correspond to learning the various activities that the authors promote. These learning activities are “programming classroom,” “IT advisement session,” and “children's city.” This study proposes a system design of the learning-data collection system. The learning-data are collected in the programming classrooms. The research question of this study is to find out how the learning frequency in programming education for children affects the depth of reflection and the differences in the quality of learning. As a result of analyzed learning-data, it was confirmed that the more frequent the learning, the deeper reflection was possible to promote more self-directed learning.
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Background

With respect to the learning process of children, a study on community cooperation for the welfare of the community to foster the independence of children (Ushiroyama, 2008) and a study on the necessity of various learning opportunities for children (Tamura, 2017) have been published. With regard to the development of children's autonomy, the book, “The 7 Habits of Highly Effective People” that promotes a philosophy of life that takes a long-term view, has been introduced to the “special activities” of elementary schools (Covey, 1989). Further, there is also a case study found regarding the autonomous activities of children (Takahashi, 2010).

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