The integration of programming in K-12 setting is a global phenomenon with different implementations in different countries. In Sweden this is a rapid process where programming should be a part of K-12 mathematic and ...
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ISBN:
(纸本)9781912764419
The integration of programming in K-12 setting is a global phenomenon with different implementations in different countries. In Sweden this is a rapid process where programming should be a part of K-12 mathematic and technology with an implementation during 2018 and 2019. The time frame has been narrowly defined, but there are few directives considering which types of programming that should be used. Three main programming types are textual programming, block programming and unplugged programming, this study has a focus on unplugged programming. The research question to answer was: Which are K-12 teachers attitudes on the role of unplugged programming in education? The research study has been a qualitative cross-sectional study with the aim to collect teachers' attitudes towards unplugged programming halfway through their introductory programming course. Cross-sectional study is an approach to capture snapshots of an ongoing process at a given point in time. Data were collected from discussions and online postings during a workshop in the above-mentioned programming course. Participants postings have been grouped into categories in a content analysis based on the frequency of occurrence and relevance for answering the research question. Findings show that most teachers see a benefit of unplugged programming as a means to learn the fundamental programming concepts in their teaching and learning activities. However, there are different opinions on when this unplugged introduction should occur. Some teachers also pointed out that unplugged programming could be used as an alternative to block programming and textual programming when the digital environment lacks or fails. Conclusions are that unplugged activities are a valuable complement to block programming and textual programming, but teachers have different opinions on the optimum age group for unplugged programming activities. The recommendations for K-12 teachers is to seriously consider the unplugged complement,
The paper examines the creation and evaluation of so-called situational informatics tasks based on assembling a program from blocks. blockly technology has enabled us to develop an environment where templates, called ...
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ISBN:
(纸本)9783031158513;9783031158506
The paper examines the creation and evaluation of so-called situational informatics tasks based on assembling a program from blocks. blockly technology has enabled us to develop an environment where templates, called "worlds", can be created. In these worlds, pupils program a certain sprite to solve a problem emerging in a described situation. We created two such templates - the world of Karel the robot and the world of Film animation, differing both in behavior of sprites and set of commands. Each template was supplied with its own set of tasks, differing in topic, subjectmatter and graphics. As they go through each task, pupils repeatedly run the assembled program, being provided by the system with feedback. That comprises a visual check of how the programmed sprite behaves as well as system-generated notifications reporting whether all the requirements for completing a task have been met. The tasks that were compiled for this purpose were included in the Bebras Challenge. In our paper, we describe each of the templates and look at their didactic background as well as examining findings from the practical use of these tasks in the Challenge and their inclusion in the informatics curriculum. Results show that tasks created for the world of Karel the robot used in the Bebras Challenge are no more difficult than other algorithmic tasks. Moreover, informatics teachers are impressed with these tasks and they find it of upmost importance that the curriculum includes such tasks in order to advance pupils' informatics skills.
In this paper, we aim to show strategies for improving graph interpretation skills at middle and high school students using OZOBOT® BIT, a small and relatively low-cost programmable robot which had been used to t...
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Founded in 2014, Codesters is a visual programming environment (VPE) like the popular Scratch and Alice. Its goal is to teach middle school and older studentâs computer programming. Unlike its predecessors, use...
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Founded in 2014, Codesters is a visual programming environment (VPE) like the popular Scratch and Alice. Its goal is to teach middle school and older studentâs computer programming. Unlike its predecessors, users of Codesters drag and drop actual Python code instead of blocks and can edit the code themselves. Codesters has also developed modules that integrate coding lessons into the VPE. In this study, we consider the Codesters Python 1 module and investigate its effectiveness in teaching the basic coding concepts of variables, loops and conditionals. During Fall 2018 and Spring 2019, we ran a coding class for eighth graders at a local Milwaukee school based on this module. We gave a pre-test, three quizzes and a post-test to evaluate what the students have learned. We then analyzed the results of these evaluations and compared them to those taken by students who learned programming in a traditional CS1 class. Our results indicate that users of Codesters understood loops and conditionals as well as the students from the traditional CS1 class. We also found that the pre-test was a poor indicator of studentsâ performance in the coding class suggesting that Codesters is able to engage students who might not necessarily excel in a traditional classroom.
The multiplication algorithms taught to elementary students are made to help students find answers quickly, but why the algorithm works and how it relates to multiplication is not widely known. For example, one intuit...
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The multiplication algorithms taught to elementary students are made to help students find answers quickly, but why the algorithm works and how it relates to multiplication is not widely known. For example, one intuitive meaning of multiplication is that of iterated, or, repeated, addition. In this paper, we look at the ways a visual, block-based, programming activity uses the concept of iteration to help second-graders learn multiplication. The results of the study observing second-grade students use visual programming and iteration to setup and solve multiplication story problems. We found that generally students enjoyed these activities and found them helpful during the learning process.
Over the last four years the blockly team has learned many lessons which are applicable to block-based programming in general. The following are a collection of ten mistakes we have made, or mistakes commonly made by ...
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ISBN:
(纸本)9781467383684
Over the last four years the blockly team has learned many lessons which are applicable to block-based programming in general. The following are a collection of ten mistakes we have made, or mistakes commonly made by others. Each issue is presented as noncontroversial folk knowledge without supporting data.
block programming languages (e.g., Scratch, blockly) are widely used in teaching students within K-12 classrooms and in some universities with hopes of introducing programming concepts to beginner students. The use of...
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ISBN:
(纸本)9781450346986
block programming languages (e.g., Scratch, blockly) are widely used in teaching students within K-12 classrooms and in some universities with hopes of introducing programming concepts to beginner students. The use of block programming languages in classrooms is an effort in encouraging students' interest in computer programming by utilizing Papert's "low floor" and "high ceiling" metaphor. The Hour of Code is one example demonstrating the impact block languages have in education; however, there are not many languages offering an emphasis on advancing skills in mathematics or reading while focusing on the need of students with learning disabilities. This poster describes our creation of a block language using blockly's API. Our block language, Hopper's Fables, named after Admiral Grace Hopper, is a storytelling language based on completing interactive mathematical problems in an effort to engage students while going through the story. It is the intent of Hopper's Fables to aid elementary students with learning disabilities through enhancing their math and literacy skills, while simultaneously building the student's digital fluency and developing their computational thinking skills. Hopper's Fables is based on research of related work, which allowed for the creation of an evaluation rubric. Analyzing the characteristics of existing languages allowed Hopper's Fables to come to life. By combining Papert's "low floor" and "high ceiling" philosophy with educational foundations, Hopper's Fables will provide students with an appropriate and enchanting learning environment.
Experimental teaching is essential for a good understanding of science, especially on Physics. Practical activities play an important role for engaging students with science, mainly when they interact directly with eq...
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