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Focus-Fight-Finalize (3F): Problem-Solving Steps Extracted From Behavioral Patterns in block based programming

JOURNAL OF EDUCATIONAL COMPUTING RESEARCH 2020年第7期58卷 1279-1310页

作者： Cakiroglu, Unal Mumcu, Suheda Trabzon Univ Dept Comp Educ & Instruct Technol Trabzon Turkey

This exploratory study attempts to determine problem solving steps in block based programming environments. The study was carried out throughout one term within ***. Participants were 15 6th grade secondary school students enrolled in an IT course at a public secondary school. Observations, screenshots and interviews were analyzed together to find out what students do and what they think during problem solving process. As a result, three main steps (focus, fight and finalize) were extracted from students' behavioral patterns. The results suggest that three steps occur in linear or cyclic manner with regard to the programming constructs required for the solution of the problem. Implications for instructors who desire to provide a better learning experience on problem solving through block-based programming are also included.

关键词： problem solving steps behavioral patterns block based programming Code org

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Measuring Student Learning in Introductory block-based programming: Examining Misconceptions of Loops, Variables, and Boolean Logic 17

Measuring Student Learning in Introductory Block-Based Progr...

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ACM SIGCSE Technical Symposium on Computer Science Education (SIGCSE)

作者： Grover, Shuchi Basu, Satabdi SRI Int 333 Ravenswood Ave Menlo Pk CA 94025 USA

ISBN: (纸本)9781450346986

programming in block-based environments is a key element of introductory computer science ( CS) curricula in K-12 settings. Past research conducted in the context of text-based programming points to several challenges related to novice learners' understanding of foundational programming constructs such as variables, loops, and expressions. This research aims to develop assessment items for measuring student understanding in introductory CS classrooms in middle school using a principled approach for assessment design. This paper describes the design of assessments items that were piloted with 100 6th, 7th, 8th graders who had completed an introductory programming course using Scratch. The results and follow-up cognitive thinkalouds indicate that students are generally unfamiliar with the use of variables, and harbor misconceptions about them. They also have trouble with other aspects of introductory programming such as how loops work, and how the Boolean operators work. These findings point to the need for pedagogy that combines popular constructionist activities with those that target conceptual learning, along with better professional development to support teachers' conceptual learning of these foundational constructs.

关键词： loops variables novice misconceptions boolean logic introductory programming K-12 CS education middle school CS assessments block based programming

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Switch Mode: Exploring Authoring Python inside a block-based programming Environment

Switch Mode: Exploring Authoring Python inside a Block-based...

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IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC)

作者： Lin, Yuhan Univ Maryland Teaching & Learning Policy & Leadership College Pk MD 20742 USA

ISBN: (纸本)9798350329469

block-based programming is an effective way to introduce students to computer science programming [3], [7], [8]. As the researcher community keeps lowering the barrier to entry, BBP environments now support learners as young as kindergarten (age 5) [1], [3]. block-based programming is designed to support novice learners by reducing syntax errors and supporting authoring with browsable and draggable commands. The design of BBP visually present commands that can only be fit together in the way that makes sense, just like LEGO bricks [7]. However, block-based programming is not the final goal for all learners, particularly for those who wish to pursue a career in computer science. As learners progress from elementary or middle school to high school or undergraduate studies, they are required to transition from the block-based programming environment to traditional text-based programming languages, such as Python or Java. This shift from block-based to text-based programming is not a direct one, and many learners encounter additional steps and concepts when they leave the block-based programming paradigm [4]. © 2023 IEEE.

关键词： block based programming Switch mode text based programming

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Using Rubrics Integrating Design and Coding to Assess Middle School Students' Open-ended block-based programming Projects 19

Using Rubrics Integrating Design and Coding to Assess Middle...

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50th ACM-SIGCSE Technical Symposium on Computer Science Education (SIGCSE)

作者： Basu, Satabdi SRI Int Ctr Educ Res & Innovat 333 Ravenswood Ave Menlo Pk CA 94025 USA

ISBN: (纸本)9781450358903

Free-choice, open-ended projects are commonly used to assess student learning in introductory block-based programming (BBP) environments. They are generally assessed in school based on criteria such as the social impact conveyed, whether the projects work without errors, and whether they are creative and engaging. Additionally, researchers have assessed such projects based on the frequency of use of various coding constructs like variables, conditionals, and iterations. This paper presents a novel multi-dimensional rubric for analyzing open-ended BBP projects that integrates assessment of front-end project design and back-end sophistication of use of coding constructs. Further, the novelty of the rubric lies in the fact that instead of relying solely on frequencies, it uses scaled scores based on sophistication of rubric components. Using this rubric, 160 Scratch and App Inventor projects were scored and analyzed. The paper establishes external validity of the rubric and examines what we can learn about student learning from this analysis. Our findings will help K-12 CS educators and curriculum developers recognize what aspects of CS middle school students need most support on, and how to leverage programming environments to provide this support.

关键词： block based programming K-12 CS assessment CSForAll

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Evaluating GPT for use in K-12 block based CS Instruction Using a Transpiler and Prompt Engineering 2025

Evaluating GPT for use in K-12 Block Based CS Instruction Us...

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56th Technical Symposium on Computer Science Education

作者： Gonzalez-Maldonado, David Liu, Jonathan Franklin, Diana Univ Chicago Chicago IL 60637 USA

ISBN: (纸本)9798400705328

Though the increased availability of Large Language Models (LLMs) presents significant potential for change in the way students learn to program, the text-based nature of the available tools currently preclude block-based languages from much of that innovation. In an attempt to remedy this, we identify the strengths and weaknesses of using a transpiler to leverage the existing learning in commercially available LLMs and Scratch, a visual block-based programming language. Using only prompt engineering, we evaluate an LLM's performance on two common classroom tasks in a Scratch curriculum. We evaluate the LLM's ability to: 1) Create project solutions that compile and satisfy project requirements and 2) Analyze student projects' completion of project requirements using natural language. In both cases, we find results indicating that prompt-engineering alone is insufficient to reliably produce high-quality results. For projects of medium complexity, the LLM-generated solutions consistently failed to follow correct syntax or, in the few instances with correct syntax, produce correct solutions. When used for autograding, we found a correlation between scores assigned by the official Scratch Encore autograder and those generated by the LLM, nevertheless the discrepancies between the 'real' scores and the scores assigned by the LLM remained too great for the tool to be reliable in a classroom setting.

关键词： K-12 block based programming Large Language Models Generative AI

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User-directed Assembly Code Transformations Enabling Efficient Batteryless Arduino Applications

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PROCEEDINGS OF THE ACM ON INTERACTIVE MOBILE WEARABLE AND UBIQUITOUS TECHNOLOGIES-IMWUT 2024年第2期8卷 1-32页

作者： Kraemer, Christopher Gelder, William Hester, Josiah Georgia Inst Technol Atlanta GA 30332 USA

The time for battery-free computing is now. Lithium mining depletes and pollutes local water supplies and dead batteries in landfills leak toxic metals into the ground[20][12]. Battery-free devices represent a probable future for sustainable ubiquitous computing and we will need many more new devices and programmers to bring that future into reality. Yet, energy harvesting and battery-free devices that frequently fail are challenging to program. The maker movement has organically developed a considerable variety of platforms to prototype and program ubiquitous sensing and computing devices, but only a few have been modified to be usable with energy harvesting and to hide those pesky power failures that are the norm from variable energy availability (platforms like Microsoft's Makecode and AdaFruit's CircuitPython). Many platforms, especially Arduino (the first and most famous maker platform), do not support energy harvesting devices and intermittent computing. To bridge this gap and lay a strong foundation for potential new platforms for maker programming, we build a tool called BOOTHAMMER: a lightweight assembly re-writer for ARM Thumb. BOOTHAMMER analyzes and rewrites the low-level assembly to insert careful checkpoint and restore operations to enable programs to persist through power failures. The approach is easily insertable in existing toolchains and is general-purpose enough to be resilient to future platforms and devices/chipsets. We close the loop with the user by designing a small set of program annotations that any maker coder can use to provide extra information to this low-level tool that will significantly increase checkpoint efficiency and resolution. These optional extensions represent a way to include the user in decision-making about energy harvesting while ensuring the tool supports existing platforms. We conduct an extensive evaluation using various program benchmarks with Arduino as our chosen evaluation platform. We also demonstrate the usabili

关键词： Energy Harvesting Intermittent Computing Battery-free block based programming

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Battery-free MakeCode: Accessible programming for Intermittent Computing

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PROCEEDINGS OF THE ACM ON INTERACTIVE MOBILE WEARABLE AND UBIQUITOUS TECHNOLOGIES-IMWUT 2022年第1期6卷 1–35页

作者： Kraemer, Christopher Guo, Amy Ahmed, Saad Hester, Josiah Northwestern Univ Evanston IL 60208 USA

Hands-on computing has emerged as an exciting and accessible way to learn about computing and engineering in the physical world for students and makers of all ages. Current end-to-end approaches like Microsoft MakeCode require tethered or battery-powered devices like a micro:bit, limiting usefulness and applicability, as well as abdicating responsibility for teaching sustainable practices. Unfortunately, energy harvesting computing devices are usually only programmable by experts and require significant supporting toolchains and knowledge across multiple engineering and computing disciplines to work effectively. This paper bridges the gap between sustainable computing efforts, the maker movement, and novice-focused programming environments with MakeCode-Iceberg, a set of compiler extensions to Microsoft's open-source MakeCode project. The extensions automatically and invisibly transform user code in any language supported (blocks, JavaScript, Python)into a version that can safely and correctly execute across intermittent power failures caused by unreliable energy harvesting. Determining where, when, and what to save in a checkpoint on limited energy, time, and hardware budget is challenging. We leverage the unique intermediate representation of the MakeCode source-to-source compiler to design and deploy various checkpointing techniques. Our approach allows us to provide, for the first time, a fully web-based and toolchain-free environment to program intermittent computing devices, making battery-free operation accessible to all. We demonstrate new use cases with multiple energy harvesters, peripherals, and application domains: including a Smart Terrarium, Step Counter, and Combination Lock. MakeCode-Iceberg provides sustainable hands-on computing opportunities to a broad audience of makers and learners, democratizing access to energy harvesting and battery-free embedded systems.

关键词： Energy Harvesting Intermittent Computing Battery-free block based programming

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Digital storytelling using Scratch: Engaging children towards digital storytelling 9

Digital storytelling using Scratch: Engaging children toward...

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9th International Conference on Computing, Communication and Networking Technologies (ICCCNT)

作者： Vinayakumar, R. Soman, K. P. Menon, Pradeep Amrita Vishwa Vidyapeetham Amrita Sch Engn Ctr Computat Engn & Networking CEN Coimbatore Tamil Nadu India Lakhshya Cyber Secur Labs Pvt Ltd Coimbatore Tamil Nadu India

ISBN: (纸本)9781538644300

Engaging youngsters with ancient approaches in education, especially reading, grows ever tougher in the face of their attachment to tablets and PC games. In this paper, we explore the digital storytelling more interesting and memorable for children. Digital storytelling is recognized as a motivating instructional approach that engages learners in 21st century learning skills which will be essential to success in the future. Digital storytelling is one of the latest pedagogical approaches that can engage learners in computational thinking. Educators are in search of recent technologies and education approaches to engage students in computational thinking. Digital storytelling using MIT Scratch have the potential to meet this demand.

关键词： digital storytelling 21 st century learning skills Computational thinking Scratch K-12 education block based programming

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CT-blocks Analyser: Analysing CT-blocks projects 9

CT-Blocks Analyser: Analysing CT-Blocks projects

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9th International Conference on Computing, Communication and Networking Technologies (ICCCNT)

ISBN: (纸本)9781538644300

This paper introduces CT-blocks Analyser which is used for analysing computational thinking concepts of CT-blocks project activities. This uses the emerging techniques of educational data mining and learning analytics to automate the instructional approach for CT-blocks projects. CT-blocks aims to infuse computational thinking within K-12 curriculum. The big data toolkit called, CT-blocks Analyser which is specifically developed for CT-blocks, a visually appealing programming environment for beginners;a block based programmable platform interconnected with more features in which students enjoy the learning process and it tries to make the users master in computational thinking.

关键词： Computational thinking educational data mining (EDM) learning analytics (LA) CT-blocks K-12 education block based programming 21st century learning skills

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Alg-Design: facilitates to learn Algorithmic thinking for beginners 9

Alg-Design: facilitates to learn Algorithmic thinking for be...

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9th International Conference on Computing, Communication and Networking Technologies (ICCCNT)

ISBN: (纸本)9781538644300

Algorithmic thinking is one of the main key concepts in computational thinking. With using computers in close to all areas of our lives, the progress of algorithmic solutions to problems is very crucial. The comprehension of the character of problems and their algorithmic solutions is enormously most important for everyone. Algorithmic thinking is the capability to realize, execute, assessment, and create computational procedures for solving problems. This paper presents Alg-Design, a visual and block based programming environment to facilitate novices to improve the comprehension of Algorithmic thinking using programming and computing. The visual programming environment motivates students and they find enjoyable while creating personally meaningful projects.

关键词： Computational thinking Algorithmic thinking K-12 education block based programming 21st century learning skills

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