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检索条件"主题词=Blocks-based Programming"

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blocks-based programming Languages: Simplifying programming for Different Audiences with Different Goals 14

Blocks-based Programming Languages: Simplifying Programming ...

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45th ACM SIGCSE Technical Symposium on Computer Science Education (SIGCSE)

作者： Medlock-Walton, Paul Harms, Kyle J. Kraemer, Eileen T. Brennan, Karen Wendel, Daniel MIT 77 Massachusetts AveBldg E15-301 Cambridge MA 02139 USA Washington Univ St Louis MO 63130 USA Univ Georgia Athens GA 30602 USA Harvard Univ Cambridge MA 02138 USA

ISBN: (纸本)9781450326056

In this panel, the moderator, who has expertise in computer science education and HCI, but with no ties to any particular blocks-based programming environment in particular, will provide a brief overview of the state of the field of visual programming for education generally, and blocks-based visual programming environments and the languages that go with them more specifically. As early as in 1986, blocks-based visual programming environments were conceived of and built as research studies (Glinert & Smith, 1986)). However, the last five to ten years have seen a proliferation of these kinds of programming languages. Scratch and Alice are probably the most widely known of these programming interfaces, but there are many. Among these, many share common traits: the goal of simplifying the syntax of programming, a related goal of making what were once difficult tasks relegated to arcane languages simpler, and often another related goal of opening computer programming up to a wider audience than has recently traditionally engaged in programming activities. The moderator will be followed by four panelists, representing four blocks-based programming environments that share these affordances, but which more interestingly, are distinct in a number of ways. These panelists, experts in MIT App Inventor, Scratch, Looking Glass, and ToolBlox, respectively, will each have ten minutes to discuss their respective language and the possibility-space it aims to simplify. Specifically, each language will be examined from three perspectives: the reason the tool was created, the target audience for the tool, and how the tool engages those users in computational thinking and learning to program. The moderator will then lead a substantive discussion with the audience and panel members on the material presented.

关键词： blocks-based programming visual programming

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The Challenges of Studying blocks-based programming Environments

The Challenges of Studying Blocks-based Programming Environm...

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IEEE blocks and Beyond Workshop (B&B)

作者： Weintrop, David Wilensky, Uri Northwestern Univ Learning Sci Evanston IL 60208 USA Northwestern Univ Learning Sci & Comp Sci Evanston IL USA

ISBN: (纸本)9781467383677

In this paper we discuss some of the central challenges to rigorously studying blocks-based programming. We categorize these challenges into four groups: design, context, evaluation, and trajectory. For each category, we breakdown specific issues we confront as researchers in trying to isolate the blocks-based modality and outline our own strategies for addressing them. Throughout, we draw on our own experience as designers, educators, and researchers, along with past and current work, to provide guidance on ways to address these challenges and share insights our approach has yielded.

关键词： blocks-based programming computer science education design methods

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To block or not to block, that is the question: Students' perceptions of blocks-based programming 15

To block or not to block, that is the question: Students' pe...

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14th International Conference on Interaction Design and Children, IDC 2015

作者： Weintrop, David Wilensky, Uri Northwestern University 2120 Campus Drive EvanstonIL United States

ISBN: (纸本)9781450335904

blocks-based programming tools are becoming increasingly common in high-school introductory computer science classes. Such contexts are quite different than the younger audience and informal settings where these tools are more often used. This paper reports findings from a study looking at how high school students view blocks-based programming tools, what they identify as contributing to the perceived ease-of-use of such tools, and what they see as the most salient differences between blocksbased and text-based programming. Students report that numerous factors contribute to making blocks-based programming easy, including the natural language description of blocks, the drag-anddrop composition interaction, and the ease of browsing the language. Students also identify drawbacks to blocks-based programming compared to the conventional text-based approach, including a perceived lack of authenticity and being less powerful. These findings, along with the identified differences between blocks-based and text-based programming, contribute to our understanding of the suitability of using such tools in formal high school settings and can be used to inform the design of new, and revision of existing, introductory programming tools. Copyright is held by the owner/author(s).

关键词： perceptions of programming blocks-based programming high school computer science education

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A Model-driven Alternative to programming in blocks using Rule-based Transformations 20

A Model-driven Alternative to Programming in Blocks using Ru...

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23rd ACM/IEEE International Conference on Model Driven Engineering Languages and Systems (MODELS)

作者： Ergin, Huseyin Shi, Wenjun Nurue, Herart Dominggus Gray, Jeff Ball State Univ Muncie IN 47306 USA Univ Alabama Tuscaloosa AL USA

ISBN: (纸本)9781450370196

The recent surge in computer science (CS) education for children has led to the popularization of blocks-based programming languages (BBPLs), which offer a syntax-directed approach to teach fundamental programming concepts. Most BBPL environments are designed with imperative programming in mind. The primary building blocks represent the key constructs that support sequencing, iteration, and selection, all in an imperative style. Some BBPL environments support bi-directionality and can show the source code of the same program represented as either blocks or in a general-purpose textual language. There have been few alternatives to the imperative primitives used in these environments. In this Vision paper, we propose a paradigmatic change to the underlying and front-facing structures of BBPL environments by replacing them with Model-driven Engineering (MDE) primitives, such as declarative transformation rules and metamodels. We have implemented a prototype of our envisioned system in a modeling environment to show the feasibility of the approach, which we believe could be used by young children. The contribution of our vision is a demonstration of the potential for a new thread of research that lies at the intersection of modeling and CS education for children. We aim to spark an interest in MDE among CS education researchers, while encouraging the modeling community to consider how MDE might be taught to younger students.

关键词： CS education blocks-based programming MDE education

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Minding the Gap Between blocks-based and Text-based programming (Abstract Only) 15

Minding the Gap Between Blocks-Based and Text-Based Programm...

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Proceedings of the 46th ACM Technical Symposium on Computer Science Education

作者： David Weintrop Northwestern University Evanston USA

ISBN: (纸本)9781450329668

Graphical blocks-based programming environments, such as Scratch and Snap!, are becoming increasingly popular tools for introducing learners to programming in formal educational settings. However, a growing body of research is finding that students struggle when transitioning from these tools to more conventional, text-based programming languages. To better understand students' difficulties and begin to explore potential solutions to facilitate this transition, a 10-week, quasi-experimental study was conducted with 80 students across three high-school introductory programming classes. Each class spent five weeks working with different version of a blocks-based programming tool, each of which integrated text-based programming in a different way. After working in the introductory environments, students transitioned to Java for the remainder of the study. The goal of this project is to understand the affects of blocks-based programming on students' emerging understandings, document challenges students face in transitioning from blocks-based to text-based programming, and investigate potential ways to bridge these two modalities. To answer these questions, a mixed-method approach was taken that included cognitive interviews with learners, automated collection of student authored programs, and pre/mid/post attitudinal and content assessments.

关键词： introductory programming environments high school computer science blocks-based programming

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Teaching Text-based programming in a blocks-based World (Abstract Only) 15

Teaching Text-based Programming in a Blocks-based World (Abs...

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Proceedings of the 46th ACM Technical Symposium on Computer Science Education

作者： David Weintrop Uri Wilensky Jennifer Roscoe Daniel Law Northwestern University Evanston IL USA Lane Tech College Prep Chicago IL USA

ISBN: (纸本)9781450329668

This poster presents an environment and set of pedagogical strategies designed to explore how best to use blocks-based programming tools to prepare learners for future, text-based programming languages. Starting with the snap! programming environment, we added the capability to view the JavaScript equivalent of any blocks-based script authored inside the environment. Additionally, when students define behaviors for new blocks, they do so in JavaScript. This makes it possible to compose blocks-based scripts alongside text-based JavaScript programs and have the two run side-by-side. This environment was used during the first 5-weeks of an introductory programming class at the high school level as part of a quasi-experimental study investigating the relationship between programming modality and emerging student understanding. Teachers of the course used the blocks/text hybrid features in various ways to support learners developing an understanding of programming concepts and laying the foundation for future text-based instruction. These strategies included having students compose programs with graphical blocks then view the equivalent JavaScript, prompting class discussion on similarities and differences between the two modalities; having students write pseudocode for their blocks-based programs before comparing the pseudocode to the JavaScript; and finally, having students implement their algorithm directly in JavaScript, using blocks as a resource to reference proper syntax.

关键词： high school computer science introductory programming environments blocks-based programming

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From blocks to Text and Back: programming Patterns in a Dual-modality Environment 17

From Blocks to Text and Back: Programming Patterns in a Dual...

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ACM SIGCSE Technical Symposium on Computer Science Education (SIGCSE)

作者： Weintrop, David Holbert, Nathan Univ Chicago UChicago STEM Educ Chicago IL 60637 USA Columbia Univ Teachers Coll Dept Math Sci & Technol New York NY 10027 USA

ISBN: (纸本)9781450346986

blocks-based, graphical programming environments are increasingly becoming the way that novices are being introduced to the practice of programming and the field of computer science more broadly. An open question surrounding the use of such tools is how well they prepare learners for using more conventional text-based programming languages. In an effort to address this transition, new programming environments are providing support for both blocks-based and text-based programming. In this paper, we present findings from a study investigating how learners use a dual-modality environment where they can choose to work in either a blocks-based or text-based interface, moving between them as they choose. Our analysis investigates what modality learners choose to work in, and if and why they move from one representation to the other within a single project. We conclude with a discussion of design implications and future directions for this work. This work contributes to our understanding of the affordances of blocks-based programming environments and advances our knowledge on how best to utilize them.

关键词： Computer Science Education blocks-based programming

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Implementing Node-Link Interface into a Block-based Visual programming Language 20th

Implementing Node-Link Interface into a Block-Based Visual P...

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20th International Conference on Human-Computer Interaction (HCI International)

作者： Suzuki, Ryo Takahashi, Takuto Masuda, Kenta Choh, Ikuro Waseda Univ Shinjuku Ku 3-4-1 Ookubo Tokyo 1698555 Japan

ISBN: (纸本)9783319912448;9783319912431

We developed a novel node-link style interface that can be introduced into a block-based visual programming language as an alternative representation of named variables. By using our new interface, the programmer no longer needs to decide the name of a variable. Tracking the data flow in the program can be easily achieved. Since keyboard typing is not required, the coding is expected to be more accessible to children and persons with disabilities, and it is also suitable for touch operations on mobile phones and tablets. In our system, as the number of variables increases, the intersections of the links increase, which makes the appearance complicated. To avoid this problem, we implemented improvements in the design, such as emphasizing the focused link list, and making the curves of the links consistent.

关键词： Visual programming language blocks-based programming User interface

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Trials and Tribulations of Novices Working with the Arduino 19

Trials and Tribulations of Novices Working with the Arduino

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15th ACM Annual International Computing Education Research (ICER) Conference

作者： DesPortes, Kayla DiSalvo, Betsy NYU Steinhardt Sch Culture Educ & Human Dev New York NY 10003 USA Georgia Inst Technol Coll Comp Atlanta GA 30332 USA

ISBN: (纸本)9781450361859

Physical computing has grown over the past decade leading to diverse experiences and tools for novices. Despite the variety of tools, Arduinos remain a leading choice in education. However, few studies examine how novices are learning about the programming and electronics concepts, and how tools impact their experience. The research presented reports on the qualitative analysis of a laboratory study in which 31 novices work with the Arduino for the first time. Video and audio recordings captured participants' actions and thoughts as they used the Arduino platform with a blocks-based programming environment, and two electronics prototyping tools-the standard Breadboard and a modular breadboard called BitBlox. The study presents three main contributions to the literature: first, it provides a codebook of the common breakdowns faced by novices;second, it offers insight into the work processes of novices;and third, it demonstrates ways that the tools used by novices can affect their experience.

关键词： Physical Computing Arduino Novice programming Think-Aloud blocks-based programming

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Position: Building blocks for Agent-based Modeling Can Scaffold Computational Thinking Engagement in STEM Classrooms 3

Position: Building Blocks for Agent-based Modeling Can Scaff...

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IEEE blocks and Beyond Workshop (B&B)

作者： Bain, Connor Anton, Gabriella Horn, Michael Wilensky, Uri Northwestern Univ Dept Comp Sci Evanston IL 60208 USA Northwestern Univ Dept Learning Sci Evanston IL USA

ISBN: (纸本)9781728148496

Computational models and simulations can be powerful tools to help learners understand a wide variety of natural phenomena. However, understanding and learning from computational models requires learners to comprehend the rules agents follow that lead to emergent outcomes. blocks-based programming is useful in scaffolding learners in the early stage of programming tasks. We posit that students can authentically interact with agent-based modeling via a blocks-based dialect of the popular ABM language NetLogo, dubbed NetTango, across many difficulty levels. Specifically, we discuss three different activities in which we have integrated blocks-based programming into STEM classrooms that show blocks can be used for activities of increasing computational engagement and difficulty.

关键词： agent-based modeling NetLogo STEM education blocks-based programming

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