Teaching and learning programming can be complex tasks. In addition to the technical aspects, it is essential to consider each student's context. For instance, certain Brazilian career and technical education (CTE...
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ISBN:
(纸本)9798350376623;9798350376616
Teaching and learning programming can be complex tasks. In addition to the technical aspects, it is essential to consider each student's context. For instance, certain Brazilian career and technical education (CTE) schools include programming subjects in their regular curriculum. Attending such schools is sometimes viewed as a simpler path to higher education. Therefore, even if students have no specific interest in programming, they are required to take and pass programming courses. It is vital to ensure that the students' learning experiences are smooth and tailored to their pace, although this is only sometimes feasible. Hence, various learning strategies have been proposed in the literature to enhance programminglearning. One of these strategies is scaffolding, which refers to any support provided to students during programming activities. However, only a few studies have investigated this learning strategy compared to others, especially at the high school level. In this context, the main research question of this work is: What are the main characteristics of a web environment that can promote learning and teaching programming to adolescents? The contributions of this work include: 1) a new model for learning programming;2) the design, implementation, and evaluation of an interactive webbased environment to support this model;3) the elaboration of an adaptable set of activities;and 4) findings from evaluation studies conducted in real classrooms, which will involve adolescent students at CTE high schools.
For non-native English speakers, learning programming presents unique challenges, particularly in languages like Python, which heavily rely on English syntax and documentation. This study explores the challenges faced...
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This study attempts to: (a) investigate whether positive and negative emotions mediate the pathways linking self-efficacy for learning programming with effort and persistence in undergraduates’ learning Scratch progr...
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programming is a special activity, which requires very special skills. Creativity, problem solving, persistence, collaboration, communication, critical thinking, commitment, dedication and hard work are some of the sk...
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ISBN:
(数字)9781665474641
ISBN:
(纸本)9781665474641
programming is a special activity, which requires very special skills. Creativity, problem solving, persistence, collaboration, communication, critical thinking, commitment, dedication and hard work are some of the skills and characteristics required of those who learn programming. They are also essential characteristics to face all the challenges of the 21st century. learning programming is a good way to practice and develop these skills. That is why most courses, in the most diverse areas of knowledge, include programming in their curricula. However, programming courses have a bad reputation. These courses have high failure and dropout rates. It is recognized by the whole scientific community in the area that there are problems and difficulties in teaching and learning programming. With this work we want to present our set of strategies and results in the improvement of our system of teaching and learning initial programming, and with that also contribute to the development and resolution of the problem. In this work, we describe a set of activities related to the initial learning of programming with good results. We present the results of the application of a machine-learning model for predicting student failure, with excellent accuracy and precision results. Finally, we argue the improvements in our teaching system and initial learning of programming, with the final results of the course of the last 5 years.
learning and teaching to program is an arduous task. It requires a lot of commitment, dedication, and passion from everyone involved. programming courses have high dropout and failure rates. Throughout time, several e...
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learning and teaching to program is an arduous task. It requires a lot of commitment, dedication, and passion from everyone involved. programming courses have high dropout and failure rates. Throughout time, several educational research works have been carried out to study the different learning processes and characteristics of students. With this work, we present and describe our vision and model of teaching and learning of initial programming to minimize the problems. We present a technological tool, called HTprogramming (Help To programming), which complements the teaching and learning process. This allows students to practice a wide variety of activities with immediate feedback, directly related to content and themes for learning programming. It allows the teacher to follow the whole process and students' results. Using a machine-learning (neural network) predictive model of student failure, it will allow the teacher to anticipate possible student failure and act quickly. In this paper, we apply the Design Scientific Research Methodology to tackle teaching and learning difficulties to initial programming. We also include the results and evaluation of the application. Students consider the application an important tool for their learning process. The student failure prediction model presents very realistic values.
Motivation is one of the important elements in the learning process, particularly for complex subjects like programming, which demand consistent engagement and strong problem-solving abilities. Grasping the nuances of...
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Coding skills are becoming more and more important in today's world, especially within the context of the fourth industrial revolution. They also help practice other 21 century skills such as computational thinkin...
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Coding skills are becoming more and more important in today's world, especially within the context of the fourth industrial revolution. They also help practice other 21 century skills such as computational thinking, problem solving and teamwork. Unfortunately, learning how to program is tough and can be also frustrating for beginner students. In this work we introduce RoboTIC, a serious game based on gamification and Augmented Reality that facilitates the learning of programming to students in lower levels of the education system by using a novel set of visual metaphors derived from a notation of roads and traffic signs. The architecture that supports RoboTIC has been designed to allow the integration of multimedia components when new programming concepts and techniques must be addressed and to add game levels that enable students to learn incrementally. Experiments have been conducted in a youth center with children who do not have coding skills at all to demonstrate the feasibility of the proposal. The results show promising conclusions in terms of children's motivation and interest in programming.
learning from erroneous worked examples could enhance learning in contrast to problem-solving tasks. The type of error was hypothesized to be a moderator and accuracy of error detection and correction a mediator of th...
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learning from erroneous worked examples could enhance learning in contrast to problem-solving tasks. The type of error was hypothesized to be a moderator and accuracy of error detection and correction a mediator of this effect. This study examines the influence of simple syntactic (the structure of the code) and complex semantic (the logic or content of the code) errors in a programming scenario. Overall, 128 students were assigned to a two (syntactic errors: yes vs. no) x two (semantic errors: yes vs. no) factorial between-subjects design. Students' accuracy in error detection and correction, learning performance, mental load, and mental effort were measured. Results showed that learners receiving syntactic errors detected and corrected errors with higher accuracy which leads to higher learning performance. Semantic errors did not influence learning-related variables since semantic errors were too difficult for novice learners to detect and fix. The postulated moderation and mediation could be supported.
Within the tradition of Digital Game courses, the use and teaching of programming is seen as essential for students to work on skills and gain knowledge to develop an artifact. However, for students at a more basic le...
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Novice students encountered many difficulties and challenges when learning to program. They face problems in terms of high cognitive load in learning and lack of prior programming knowledge. Various strategies and app...
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Novice students encountered many difficulties and challenges when learning to program. They face problems in terms of high cognitive load in learning and lack of prior programming knowledge. Various strategies and approaches are implemented to overcome the difficulties and challenges in programming. A flipped classroom is an active learning strategy implemented in many subjects and courses, including programming. The flipped classroom strategy consists of three phases, namely, pre-class, in-class, and post-class. A focus group discussion is conducted involving 13 participants from various learning institutions. The purpose of the study is to discuss the implementation of flipped classroom strategy in programming. The study also identifies a technique for monitoring students' involvement in activities outside the classroom and proper motivation to engage students in programming. Related research questions are constructed as guidelines for the discussion. The deductive thematic analysis is performed on the transcripts of the discussion. As a result, four pre-determine codes and two codes were generated from the analysis. This study identifies suitable activities, tools, monitoring strategies, and motivation to support the implementation of a flipped classroom in programming. There is good potential through flipped classrooms in learning programming with a systematic and careful planned implementation.
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