プログラミング教育における協調学習：小学6年生の自己効力感と自己調整への影響【論文解説】

1. はじめに：なぜプログラミング教育に協調学習が重要なのか？

プログラミングスキルは、問題分析、アルゴリズム設計、コード記述、デバッグといった能力を指します。最近の研究では、プログラミングが問題解決能力を高め、学習意欲、デジタル能力、分析的思考、協調学習スキルを発達させることが示されています。このため、多くの国がK-12（幼稚園から高校まで）のカリキュラムにプログラミング教育を取り入れています。トルコでも、情報技術・ソフトウェア（ITS）コースの中でプログラミングが導入されています。

しかし、限られた授業時間や教師の専門知識、リソースの制約といったトルコ特有の課題の中で、どのような指導法が最も効果的かはまだ十分に解明されていません。

本研究は、協調学習アプローチが小学6年生のプログラミング自己効力感と自己調整スキルに与える影響を検証し、トルコの二次教育におけるこの研究の空白を埋めることを目的としています。

2. 紹介する論文の概要

研究の目的

この研究は、協調学習技術を用いたプログラミング指導が、中学生（小学6年生）のプログラミング自己効力感と自己調整スキルに与える影響を調べています。トルコの教育現場における効果的な指導法の確立に貢献することを目的としています。

研究の方法

本研究では、事前テストと事後テストを用いた準実験デザインが採用されました。主な方法は以下の通りです。

1. 参加者：トルコの公立学校の小学6年生43名（最終的に39名がデータ分析対象）。既存のクラスをそのまま利用する便宜的サンプリングを採用。
2. 介入：8週間にわたり、週2時間のプログラミング指導を実施。
   • 実験グループ：ジグソー法、STAD（チーム達成課題）、チーム・ゲーム・トーナメント、ペアプログラミングなどの協調学習技術を用いた指導。
   • 統制グループ：トルコ教育省が定める標準的なカリキュラムに基づく指導。
3. 使用ツール：両グループともに、ScratchやCode.orgなどの視覚的プログラミングツールを使用。
4. データ収集：「自己調整尺度（PSRS）」と「プログラミング自己効力感尺度（PSES）」を事前・事後テストとして使用。
5. データ分析：SPSSを使用し、正規分布の有無に応じて、t検定（対応あり、独立）、マン・ホイットニーU検定、ウィルコクソン符号順位検定を適用。

3. 研究結果のポイント3つ

この研究結果から、協調学習アプローチが小学6年生のプログラミング学習に与える影響について、特に以下の3つのポイントが明らかになりました。

4. ADVANCEの現場から見た実感

堺市南区のプログラミングスクールADVANCEで実際にプログラミングを教えている講師としての意見は以下の三つです

5. 保護者の方へ：家庭でできること

プログラミング教育の効果を最大化するためには、学校やスクールでの学びだけでなく、家庭でのサポートも重要です。以下の3つのポイントを参考に、お子さんの学習をサポートしましょう。

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