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Comparing loops misconceptions in block-based and text-based programming languages at the K-12 level

EDUCATION AND INFORMATION TECHNOLOGIES 2018年第4期23卷 1483-1500页

作者： Mladenovic, Monika Boljat, Ivica Zanko, Zana Univ Split Fac Sci Rudera Boskovica 33 Split 21000 Croatia Elementary Sch Mejasi Mejasi 20 Split 21000 Croatia

Novice programmers are facing many difficulties while learning to program. Most studies about misconceptions in programming are conducted at the undergraduate level, yet there is a lack of studies at the elementary school (K-12) level, reasonably because computer science neither programming are regularly still not the part of elementary school curricula's. Are the misconceptions about loops at elementary school level equal to those at the undergraduate level? Can we "prevent" the misconceptions by using the different pedagogical approach, visual programming language and shifting the programming context toward game programming? In this paper, we tried to answer these questions. We conducted the student misconceptions research on one of the fundamental programming concepts - the loop. The research is conducted in the classroom settings among 207 elementary school students. Students were learning to program in three programming languages: Scratch, Logo and Python. In this paper, we present the results of this research.

关键词： programming Misconceptions Loop Block-based programming languages text-based programming languages K-12

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The effects of pair-programming in introductory programming courses with visual and text-based languages

The effects of pair-programming in introductory programming ...

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IEEE Frontiers in Education Conference (FIE)

作者： Korber, Patrick Motschnig, Renate Univ Vienna Fac Comp Sci CSLEARN Educ Technol Vienna Austria

ISBN: (纸本)9781665438513

This full research to practice paper investigates the setting of pair-programming focusing on its effects on students' learning to program when using a visual versus text-based programming language. In particular, we are interested whether there are any differences in learning outcomes and social/motivational factors to keep in mind when learners' make their initial steps in programming in a visual versus text-based language while employing a pair-programming approach. First a systematic literature review (SLR) was conducted, encompassing searches in the ACM Digital Library, IEEE Xplore/Electronic Library, LNCS (Springer), and Google Scholar. The results of the SLR informed the second step, namely the design of a qualitative study consisting of the evaluation of students' achievements, a questionnaire, and focus interviews with students at secondary level (K10). Students worked in pair-programming (PP) and solo-programming (SP) mode while using a visual language (MIT App Inventor) and a text-based language (Python), respectively. In a nutshell, we found that regarding achievement, students tended to earn more points in the PP setting. This tendency was more distinct in the text-based condition compared to visual programming. In both conditions, students responded that in the PP setting they had more fun solving the assignments and the PP setting had helped to solve problems faster. Aside of the scientific findings, the paper describes the didactic concepts used in order to inspire educators to engage in similar practice and research. With this contribution we aim to enrich educators' and researchers' repertoire of making introductory programming lessons more engaging and successful.

关键词： Pair programming visual programming languages text-based programming languages systematic literature review

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Misconceptions about variables at the K-12 level

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EDUCATION AND INFORMATION TECHNOLOGIES 2019年第2期24卷 1251-1268页

作者： Zanko, Zana Mladenovic, Monika Boljat, Ivica Elementary Sch Mejasi Mejasi 20 Split 21000 Croatia Univ Split Fac Sci Rudera Boskovica 33 Split 21000 Croatia

There are known misconceptions about variables which are mostly the same since the first studies since more than 30years ago. Consciousness about the misconceptions in programming can be crucial for teaching and learning programming for novices because, if we are aware of them, maybe we can minimise or even prevent them. Researchers mostly conducted researches on an undergraduate or graduate level. There is a lack of studies about variable misconceptions at the K-12 level. Do K-12 students have the same misconceptions as undergraduates? Does the use of different programming languages affect misconceptions? We conducted the pilot study in the school setting among 127 elementary 5th and 6th-grade students. Students were learning to programme in text-based programming languages Logo, and Python with graphical (Logo) and procedural (Python) approaches. In this paper, we present the results of the research in which we aim to give answers to the questions posed above.

关键词： programming Misconceptions Variables text-based programming languages K-12

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Mediated transfer: From text to blocks and back

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International Journal of Child-Computer Interaction 2021年 29卷

作者： Mladenović, Monika Žanko, Žana Granić, Andrina University of Split Faculty of Science Ruđera Boškovića 33 Split 21000 Croatia Elementary school “Mejaši” Mejaši 20 Split 21000 Croatia

Since its beginnings in the 1970s, learning to program is a challenging task for learners and educators. In the last two decades, many attempts were made to increase learning programming's popularity, resulting in the development of block-based programming languages (BPL), widely used to engage children in programming from an early age. The use of BPL showed the benefits for K-12 programming novices in lowering the barrier towards programming. However, by using a BPL as the only programming language, or even using it for a more extended period of time, there is a risk that students will not transfer learned programming concepts to the “real” text-based programming language (TBPL). There is a lack of theoretical or empirical studies dealing with transferring BPL to TBPL at the K-12 level. This study is designed to investigate the effects of BPL MakeCode for micro:bit using a pedagogical approach of mediated transfer for the transfer of learned programming concepts to “real” TBPL Python. According to the national curriculum among 49 sixth graders in the classroom settings, the quasi-experiment was conducted during programming lectures according to the national curriculum. Results confirmed that BPL could successfully be used as a mediated transfer medium to understand the programming concepts in the TBPL. © 2021 Elsevier B.V.

关键词： Block-based programming languages, K-12, micro:bit, Python Mediated transfer programming novices text-based programming languages

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