检索结果-内蒙古大学图书馆

54th Annual ACM SIGCSE Technical Symposium on Computer Science Education (SIGCSE TS)

作者： Koornneef, Stacey A. Bradbury, Jeremy S. Miljanovic, Michael A. Ontario Tech Univ Oshawa ON Canada

ISBN: (纸本)9781450394338

Computational thinking is now included in K-5 classrooms and this has led to a demand for new interactive and collaborative learning tools that engage a younger audience. block-based programming and educational games have both been shown to be effective at engaging children, however they have limitations with respect to supporting collaborative learning and equitable access. Our goal in designing Run, Llama, Run was to build on the positive aspects of block-based programming and educational games while also addressing these limitations. Furthermore, we are using Run, Llama, Run as a platform to explore the trade-offs between digital and tangible interfaces to understand how best to support equitable access while maintaining learning, engagement, and collaboration.

关键词： Educational Games Equitable Access block-based programming Computational Thinking Tangible programming

来源：评论

学校读者我要写书评

暂无评论

Characterizing Students' 4C Skills Development During Problem-based Digital Making

引用

JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY 2022年第3期31卷 372-385页

作者： Weng, Xiaojing Cui, Zhihao Ng, Oi-Lam Jong, Morris S. Y. Chiu, Thomas K. F. Chinese Univ Hong Kong Fac Educ Dept Curriculum & Instruct Shatin Hong Kong Peoples R China

Amid the maker movement, educators are proposing various making activities with programmable artifacts to prepare students for coping with the challenges in the twenty-first century. Today, the "4C" skills-critical thinking, creativity, communication, and collaboration-are regarded as significant learning outcomes in Science, Technology, Engineering, and Mathematics education;however, few researchers have investigated the adoption of problem-based learning in K-12 programming education for developing students' 4C skills. A case study was conducted in a "digital making" camp in which 54 upper elementary and lower secondary school students (10-14 years old) were engaged in harnessing a block-based programming tool, Scratch, to conduct various problem-solving tasks. Through triangulating multiple sources of qualitative data (including lesson plans, classroom field notes, videotaped lesson records, student solutions/artifacts, and post-intervention interviews), together with the microgenetic learning analysis, this study characterizes students' 4C skills development in the process of problem-based digital making. We found that the problem-based digital making environment supported the students' development of (a) critical thinking in the form of critical modeling and critical data handling;(b) creativity in the form of creative explorations, creative solutions, and creative expressions;and (c) communication and collaboration in the form of communicative scaffolding and collaborative debugging. Complementary evidence-based suggestions for scaffolding problem-based digital making activities are suggested.

关键词： Digital making Problem-based learning block-based programming 4C skills Maker education STEM education

来源：评论

学校读者我要写书评

暂无评论

Can Guided Decomposition Help End-UsersWrite Larger block-based Programs? A Mobile Robot Experiment

引用

PROCEEDINGS OF THE ACM ON programming LANGUAGES-PACMPL 2022年第OOPSLA期6卷 233–258页

作者： Ritschel, Nico Fronchetti, Felipe Holmes, Reid Garcia, Ronald Shepherd, David C. Univ British Columbia Vancouver BC Canada Virginia Commonwealth Univ Richmond VA USA

block-based programming environments, already popular in computer science education, have been successfully used to make programming accessible to end-users in domains like robotics, mobile apps, and even DevOps. Most studies of these applications have examined small programs that fit within a single screen, yet real-world programs often grow large, and editing these large block-based programs quickly becomes unwieldy. Traditional programming language features, like functions, allow programmers to decompose their programs. Unfortunately, both previous work, and our own findings, suggest that end-users rarely use these features, resulting in large monolithic code blocks that are hard to understand. In this work, we introduce a block-based system that provides users with a hierarchical, domain-specific program structure and requires them to decompose their programs accordingly. Through a user study with 92 users, we compared this approach, which we call guided program decomposition, to a traditional system that supports functions, but does not require decomposition. We found that while almost all users could successfully complete smaller tasks, those who decomposed their programs were significantly more successful as the tasks grew larger. As expected, most users without guided decomposition did not decompose their programs, resulting in poor performance on larger problems. In comparison, users of guided decomposition performed significantly better on the same tasks. Though this study investigated only a limited selection of tasks in one specific domain, it suggests that guided decomposition can benefit end-user programmers. While no single decomposition strategy fits all domains, we believe that similar domain-specific sub-hierarchies could be found for other application areas, increasing the scale of code end-users can create and understand.

关键词： block-based programming program decomposition mobile robots

来源：评论

学校读者我要写书评

暂无评论

Teacher Reviews of block-based Coding for K-12 Classrooms 56

Teacher Reviews of Block-Based Coding for K-12 Classrooms

引用

56th Annual SIGCSE Technical Symposium on Computer Science Education, SIGCSE TS 2025

作者： Barrett, Joanne Johnson, Michael J. Israel, Maya University of Florida Gainesville FL United States

ISBN: (纸本)9798400705328

The introduction of block-based coding provided teachers a new method to teach computer science to beginners. Since then, numerous programmable learning technologies (PLTs) utilizing this coding modality have surfaced, each bringing their unique properties to the CS education playing field. But while research comparing blocks to text-based coding have identified benefits and drawbacks of each, the same has not been done solely among block-based coding PLTs, specifically regarding their affordances to teachers' learning objectives and instructional needs. In this poster presentation, we present an experiment seeking to understand which properties of block-based coding environments teachers find most attractive to their pedagogical needs. Teachers enrolled in an online graduate-level CS pedagogy course reviewed 6 block-based coding PLTs, reflecting on the extent to which they would use the tools in their classes. We explain their assignment, guidelines given to scaffold their reviews, and our plan for future analysis. © 2025 Copyright held by the owner/author(s).

关键词： block-based programming computer science education k-12 teachers materiality modality programming environments

来源：评论

学校读者我要写书评

暂无评论

Common Patterns in block-based Robot Programs 22

Common Patterns in Block-Based Robot Programs

引用

17th Workshop on Primary and Secondary Computing Education (WiPSCE)

作者： Obermueller, Florian Pernerstorfer, Robert Bailey, Lisa Heuer, Ute Fraser, Gordon Univ Passau Passau Germany

ISBN: (纸本)9781450398534

Programmable robots are engaging and fun to play with, interact with the real world, and are therefore well suited to introduce young learners to programming. Introductory robot programming languages often extend existing block-based languages such as Scratch. While teaching programming with such languages is well established, the interaction with the real world in robot programs leads to specific challenges, for which learners and educators may require assistance and feedback. A practical approach to provide this feedback is by identifying and pointing out patterns in the code that are indicative of good or bad solutions. While such patterns have been defined for regular block-based programs, robot-specific programming aspects have not been considered so far. The aim of this paper is therefore to identify patterns specific to robot programming for the Scratch-based mblock programming language, which is used for the popular mBot and Codey Rocky robots. We identify: (1) 26 bug patterns, which indicate erroneous code;(2) three code smells, which indicate code that may work but is written in a confusing or difficult to understand way;and (3) 18 code perfumes, which indicate aspects of code that are likely good. We extend the LitterBox analysis framework to automatically identify these patterns in mblock programs. Evaluated on a dataset of 3,540 mblock programs, we find a total of 6,129 instances of bug patterns, 592 code smells and 14,495 code perfumes. This demonstrates the potential of our approach to provide feedback and assistance to learners and educators alike for their mblock robot programs.

关键词： mblock Robot block-based programming Linting Code quality

来源：评论

学校读者我要写书评

暂无评论

Common Problems and Effects of Feedback on Fun When programming Ozobots in Primary School 22

Common Problems and Effects of Feedback on Fun When Programm...

引用

17th Workshop on Primary and Secondary Computing Education (WiPSCE)

作者： Greifenstein, Luisa Grassl, Isabella Heuer, Ute Fraser, Gordon Univ Passau Passau Germany

ISBN: (纸本)9781450398534

Computational thinking is increasingly introduced at primary school level, usually with some form of programming activity. In particular, educational robots provide an opportunity for engaging students with programming through hands-on experiences. However, primary school teachers might not be adequately prepared for teaching computer science related topics, and giving feedback to students can often be challenging: Besides the content of the feedback (e.g., what problems have to be handled), the way the feedback is given is also important, as it can lead to negative emotional effects. To support teachers with the way of giving feedback on common problems when teaching programming with robotics, we conducted a study consisting of seven workshops with three third and four fourth grade primary school classes. Within seven different activities, the 116 primary school children first programmed the Ozobot Evo robot in the pen-and-paper mode and then on a digital device. Throughout these activities we collected data on the problems the students encountered, the feedback given, and the fun they experienced. Our analysis reveals eight categories of problems, which we summarise in this paper together with corresponding possible feedback. We observed that problems that are urgent or can harm the students' self-efficacy have a negative impact on how enjoyable an activity is perceived. While direct instruction significantly decreased the experienced fun, hints had a positive effect. Generally, we found programming the Ozobot Evo to be encouraging for both girls and boys. To support teachers, we discuss ideas for giving encouraging feedback on common problems of Ozobot Evo programming activities and how our findings transfer to other robots.

关键词： block-based programming Feedback Fun Interest Motivation Ozobot Evo Physical programming Primary Education Robotics

来源：评论

学校读者我要写书评

暂无评论

An Experience in Explicitly Training Pre-Service Early Childhood Teachers in programming Concepts with ScratchJr 22

An Experience in Explicitly Training Pre-Service Early Child...

引用

17th Workshop on Primary and Secondary Computing Education (WiPSCE)

作者： Velazquez-Iturbide, J. Angel Paredes-Barragan, Pedro Urquiza-Fuentes, Jaime Rey Juan Carlos Univ Madrid Spain

ISBN: (纸本)9781450398534

ScratchJr is a block-based language intended for young children aged 5 to 7 years old. The language and its app were developed using a learner-centered approach to make it usable and understandable to children. Obviously, Early Childhood teachers using ScratchJr must develop, as part of their content knowledge, an understanding of both the language and programming basics. Unfortunately, the materials made available by the constructors of ScratchJr were not envisaged for teacher development but for teacher instruction. based on our concern with providing teachers a deep understanding of block-based programming, we present in the paper a study about teaching ScratchJr to pre-service teachers. It involved two groups, one trained with the materials developed by the ScratchJr creators and another one with materials that explain the run-time semantics of the different blocks of ScratchJr. The performance of both groups was compared with six questions extracted from the global exam of the course. The results show that pre-service teachers instructed with the novel approach performed better in predictive exercises or exercises focused on block understanding but performed worse in exercises consisting in translating a written behavior into scripts.

关键词： block-based programming ScratchJr Teacher development learner difficulties

来源：评论

学校读者我要写书评

暂无评论

Blink: An educational software debugger for Scratch

引用

SOFTWAREX 2024年 25卷

作者： Strijbol, Niko De Proft, Robbe Goethals, Klaas Mesuere, Bart Dawyndt, Peter Scholliers, Christophe Univ Ghent Dept Appl Math Comp Sci & Stat Ghent Belgium

The process of teaching children to code is often slowed down by the delay in providing feedback on each student's code. Especially in larger classrooms, teachers often lack the time to give individual feedback to each student. That is why it is important to equip children with tools that can provide immediate feedback and thus enhance their independent learning skills. This article presents Blink, a debugging tool specifically designed for Scratch, the most commonly taught programming language for children. Blink comes with basic debugging features such as 'step' and 'pause', allowing precise monitoring of the execution of Scratch programs. It also provides users with more advanced debugging options, such as back-in-time debugging and programmable pause. A group of children attending an extracurricular coding class have been testing the usefulness of Blink. Feedback from these young users indicates that Blink helps them pinpoint programming errors more accurately, and they have expressed an overall positive view of the tool.

关键词： programming Debugging Scratch block-based programming

来源：评论

学校读者我要写书评

暂无评论

Catnip: An Automated Hint Generation Tool for Scratch 22

Catnip: An Automated Hint Generation Tool for Scratch

引用

27th ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE)

作者： Fein, Benedikt Obermueller, Florian Fraser, Gordon Univ Passau Passau Germany

ISBN: (纸本)9781450392013

Taking the first steps when learning how to program can be hard. block-based programming languages like Scratch lower this hurdle, but learners may nevertheless get stuck when trying to solve a specific task and need help. This can also challenge teachers when facing many raised hands at the same time in the classroom. Consequently, it is desirable for learners and teachers alike to have access to systems that automatically generate hints on which steps to take next in a programming assignment. In this paper we introduce Catnip, a tool that generates next step hints for the Scratch programming language based on a structural comparison between model solutions and the current student attempt. Catnip uses extensive postprocessing to improve the generated hints, and displays them directly inside the Scratch framework, suggesting where to add or reorder blocks while working on a programming task.

关键词： Scratch block-based programming Hints

来源：评论

学校读者我要写书评

暂无评论

Learning Algebra with Robotics in Math Classes 18

Learning Algebra with Robotics in Math Classes

引用

18th IEEE/ASME International Conference on Mechatronic and Embedded Systems and Applications (MESA)

作者： Chuang, Ching-Wei Cheng, Harry H. Univ Calif Davis Dept Mech & Aerosp Engn Davis CA 95616 USA

ISBN: (纸本)9781665455701

An increasing number of tools have been created to assist students in learning mathematics. Robots have been regarded as an especially powerful tool to help students master mathematics since students can simultaneously learn mathematics, programming, robotic control, and computational thinking. Although a number of educational robots and curricula have been developed, some of them do not comply with math standards, so they are primarily suitable for after-school programs, camps, or workshops. Students might not be able to focus on learning mathematics now that writing a program might be difficult for them due to debugging. In this paper, mathematics curricula that meet math standards are developed with a block-based programming platform, Roboblocky. Linkbots are utilized as robots in the curricula to teach and learn mathematics in school settings. Students learn mathematics by observing the motions of robots in simulations or on real mats. Most students improved greatly in mathematics after using the curricula. It is expected that the curricula based on Roboblocky will continue to be improved to enable more middle and high school students to be successful in learning mathematics.

关键词： mathematics curriculum block-based programming Roboblocky educational robots Linkbots

来源：评论

学校读者我要写书评

暂无评论

建议与咨询留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

时间限定

文献类型

馆藏选择

核心期刊

语言

文献类型

帮助

文字说明：

检索规则说明：

检索范例：

分类表

所选分类

限定检索结果

文献类型

馆藏范围

日期分布

学科分类号

主题

机构

作者

语言

请选择保存的检索档案：

请选择收藏分类：

通借通还

建议与咨询 留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

时间限定

文献类型

馆藏选择

核心期刊

语言

文献类型

帮助

文字说明：

检索规则说明：

检索范例：

分类表

所选分类

限定检索结果

文献类型

馆藏范围

日期分布

学科分类号

主题

机构

作者

语言

请选择保存的检索档案： 新增检索档案 确定 取消

请选择收藏分类： 新增自定义分类 确定 取消

通借通还

建议与咨询留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

请选择保存的检索档案：

请选择收藏分类：