检索结果-内蒙古大学图书馆

Comparative study of codecombat-based python programming and scratch programming effects on sixth graders' Computational thinking: interaction effects of gender and programming experience

引用

Thinking Skills and Creativity 2025年 57卷

作者： Sun, Lihui Liu, Junjie School of education Minzu University of China Beijing China

Text-based Python and block-based Scratch programming have received significant attention in primary school computational thinking (CT) education. However, few studies have compared the differences between CodeCombat-based Python and Scratch programming approaches and knowledge of their relative effectiveness is lacking. This study aimed to explore differences in the impact of CodeCombat-based Python and Scratch programming on sixth grade students’ CT. The influence of students’ gender and programming experience was also considered. Therefore, we conducted an 11-week quasi-experimental study with 87 students. They were divided into two groups to participate in CodeCombat-based Python and Scratch programming teaching activities respectively. The results showed that both CodeCombat-based Python and Scratch programming activities significantly improved students’ CT skills, but Python programming had more effective and sustained effects on students' CT development. We also found that Scratch programming eliminated differences in CT from programming experience. In contrast, CodeCombat-based Python programming amplified the influence of programming experience and benefitted the CT development of students with programming experience. More interestingly, there was no gender difference in students’ CT in the Python group, but there were significant interaction effects between gender and programming experience. We found that girls with programming experience improved significantly more in CT than boys with programming experience, breaking gender stereotypes in CT. This study enriches researchers’ and frontline teachers’ understanding of CodeCombat-based Python and Scratch programming and provides empirical evidence for future teaching approach choices. © 2025 Elsevier Ltd

关键词： Computational thinking Gender programming experience Python and scratch programming

来源：评论

学校读者我要写书评

暂无评论

Measuring and modeling programming experience

引用

EMPIRICAL SOFTWARE ENGINEERING 2014年第5期19卷 1299-1334页

作者： Siegmund, Janet Kaestner, Christian Liebig, Joerg Apel, Sven Hanenberg, Stefan Univ Passau Software Productline Grp Sven Apel D-94032 Passau Germany Univ Passau Chair Programming D-94032 Passau Germany Univ Passau Chair Software Prod Lines D-94032 Passau Germany Carnegie Mellon Univ Pittsburgh PA 15213 USA Univ Duisburg Essen Inst Comp Sci & Business Informat Syst Essen Germany

programming experience is an important confounding parameter in controlled experiments regarding program comprehension. In literature, ways to measure or control programming experience vary. Often, researchers neglect it or do not specify how they controlled for it. We set out to find a well-defined understanding of programming experience and a way to measure it. From published comprehension experiments, we extracted questions that assess programming experience. In a controlled experiment, we compare the answers of computer-science students to these questions with their performance in solving program-comprehension tasks. We found that self estimation seems to be a reliable way to measure programming experience. Furthermore, we applied exploratory and confirmatory factor analyses to extract and evaluate a model of programming experience. With our analysis, we initiate a path toward validly and reliably measuring and describing programming experience to better understand and control its influence in program-comprehension experiments.

关键词： programming experience Questionnaire Controlled experiments

来源：评论

学校读者我要写书评

暂无评论

Children's Interest in a CS Career: Exploring Age, Gender, Computer Interests, programming experience and Stereotypes 23

Children's Interest in a CS Career: Exploring Age, Gender, C...

引用

19th Annual ACM Conference on International Computing Education Research V.1 (ICER)

作者： de Wit, Shirley Hermans, Felienne Specht, Marcus Aivaloglou, Efthimia Delft Univ Technol Delft Netherlands Vrije Univ Amsterdam Amsterdam Netherlands

ISBN: (纸本)9781450399760

Background and Context. Increasing gender diversity in the field of Computer Science (CS) benefits the economy as well as gender equality. However, several obstacles - including underdeveloped CS interests, lack of programming experience, and a misfit with the stereotypes of computer scientists - prevent women from entering the field. Although these barriers develop from an early age, research focused on children is limited. Furthermore, limited work is done within European countries. Objectives. In this study, we research the interest children aged 7 to 14 have in a CS career. Additionally, we look into whether children with different characteristics have a different interest in CS. As such our research question: How does children's interest in a CS career differ based on their a) age, b) gender, c) computer interests, d) programming experience, and e) stereotypical beliefs?. Method. We collected data from 200 children in a science museum located in the Netherlands. We gathered data on their gender, age, computer interests, programming experience, stereotypical beliefs and interest in becoming a programmer - as representative of a CS career. We used self-reported closed questions and reduced-length Child Implicit Association Tests. Findings. In general, the participating children are not interested in a CS career. We did find several characteristics related to a higher interest in a CS career: being a boy, having an interest in computers or video gaming, gaining programming experience at home or at an out-of-school activity, and the belief that programmers are social. Implications. To increase the participation of women in CS, we suggest motivating girls more to engage in computer and programming activities - especially out-of-school activities - while ensuring that these activities are gender inclusive.

关键词： age gender computer interests programming experience stereotype career orientation computing

来源：评论

学校读者我要写书评

暂无评论

How Prior programming experience Affects Students' Pair programming experiences and Outcomes 19

How Prior Programming Experience Affects Students' Pair Prog...

引用

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

作者： Bowman, Nicholas A. Jarratt, Lindsay Culver, K. C. Segre, Alberto Maria Univ Iowa Educ Policy & Leadership Studies Iowa City IA 52242 USA Univ Iowa Comp Sci Iowa City IA USA

ISBN: (纸本)9781450363013

Pair programming is a collaborative learning approach in computer science in which students (or employees) work closely with a partner on the same programming task. A long-standing question within pair programming is whether certain combinations of students lead to greater learning, effort, and/or performance. Earlier studies have explored the role of prior programming experience, including the discrepancy between partners' experience, as a potentially important factor in shaping these outcomes. However, the previous findings are highly inconsistent, which may result from divergent (and often suboptimal) ways of defining previous experience or skill, problems with self-selection into pairs, and small sample sizes that often yield nonsignificant results. The present study sought to improve on all of these limitations through an examination of 587 undergraduates who each participated in three different randomly assigned pairings. Not surprisingly, students' own programming experience was positively related to understanding concepts from lab, confidence in the finished product, and overall interest in computer science. However, students who worked with a more experienced partner actually had poorer outcomes, including lower effort exerted on the assignment, perceptions that their partner gave more effort than they did, less time in the driving role (i.e., typing out the assignment), lower understanding of concepts from lab, and less interest in computer science overall. The partner's experience is unrelated to other outcomes, including confidence in the finished assignment, feeling productive during lab session, and average grades received during the pairing. These results provide important considerations for the assignment of students to pairs.

关键词： Pair programming pair characteristics pair incompatibility programming experience computer science collaborative learning college students university students student outcomes experimental research randomized controlled trial

来源：评论

学校读者我要写书评

暂无评论

programming attitudes predict computational thinking: Analysis of differences in gender and programming experience

引用

COMPUTERS & EDUCATION 2022年 181卷 104457-104457页

作者： Sun, Lihui Hu, Linlin Zhou, Danhua Minzu Univ China Sch Educ Beijing 100081 Peoples R China Tianjin Univ Sch Educ Tianjin 300354 Peoples R China Beijing Normal Univ Dept Educ Beijing 100875 Peoples R China

programming attitude has received increasing attention in programming and computational thinking (CT) education. However, at present, analysis remains scant on the correlation between students' programming attitudes and their CT skills, and less attention is paid to the influencing effects of gender and programming experience. This study first validated a newly developed programming attitudes scale (chi(2)/df = 2.308, RMSEA = 0.073, CFI = 0.925, TLI = 0.912) among 1180 seventh-grade students (12-13 years old). It then analyzed the relationship between students' programming attitudes and CT skills considering gender differences. Students' programming attitudes significantly predicted their CT skills. Girls have higher CT skills than boys, but their more negative programming attitudes may affect their continued skill development. Third, the relationship among programming experience, programming attitudes, and CT skills was discussed among the sample (N = 175) with programming experience, revealing that programming attitudes played an intermediary role between programming experience and CT skills. Two specific factors of programming experience (first time learning programming and programming learning duration) had differing effects on students' programming attitudes and CT skills. For programming attitudes, the grade in which students got started with programming had no effect on their programming attitudes, but programming attitudes rose with increased programming learning time. For CT, students who learned programming starting in second grade possessed the highest CT level. In addition, there is an inverted U-shaped curve between students' programming learning duration and CT skills, peaked at the fourth year of programming learning career. Implications for promoting junior high school students' CT skills and their positive attitudes toward programming are also discussed.

关键词： Computational thinking programming attitudes programming experience Gender Students Junior high school

来源：评论

学校读者我要写书评

暂无评论

How Perceptions of programming Differ in Children with and without Prior experience: (Abstract Only) 18

How Perceptions of Programming Differ in Children with and w...

引用

Proceedings of the 49th ACM Technical Symposium on Computer Science Education

作者： Jeremiah J. Blanchard Christina Gardner-McCune Lisa Anthony University of Florida Gainesville FL USA

ISBN: (纸本)9781450351034

The computing and STEM industries face challenges in attracting people to fill expanding needs. The literature shows that computing preconceptions shape interest in and impact decisions of whether or not to enter computing disciplines, especially for women and underrepresented minorities. In this study, our research questions focused on how perceptions of programming in elementary and middle school students varied based on prior programming experience. We examined the programming constructs they found challenging. Our study was in the context of a week-long summer camp dedicated to Scratch-based game development. We conducted semi-structured interviews at the beginning, middle, and end of the weeklong program with 28 students who agreed to participate. During the interviews, we asked students about their perceptions of programming in general and which programming constructs they found easy and/or hard. We found that all students perceived programming as a means of creating artifacts, but that students with prior programming experience went deeper by associating programming with process and function. We also characterize the specific Scratch programming constructs that beginning versus experienced children perceive as easy and/or hard. These findings will help experts and educators better understand how children think about programming and how experience changes these perceptions over time. These findings also have implications on the design of curricula and instructional resources to address difficulties children face while learning to program.

关键词： middle school computer science education child programming experience learning programming elementary school summer camp scratch game programming

来源：评论

学校读者我要写书评

暂无评论

CARES Model for Supporting Computing Education and 4C Framework for Teaching in Hybrid Classrooms

引用

COMPUTER 2024年第8期57卷 90-95页

作者： Chan, Henry Hong Kong Polytech Univ Dept Comp Hong Kong Peoples R China

This article introduces the Computing for Application, Research, Entrepreneurship, and Service (CARES) model for supporting computing education and the Content, Community, Communication, and Collaboration (4C) framewo... 详细信息

关键词： Computer Science Education Curriculum Development Educational Programs Entrepreneurship Research Initiatives Electronic Learning Hybrid Learning Learning Systems Creativity Computer Languages Computer Applications Educational Framework 4 C Framework Student Learning Learning And Development Development Of Students Part Of The Article Core Layer Macro Perspective Online Students Critical Thinking Creativity Mobile App Multiple Choice Questions Layer Model Suitable Tool Exercise Group First Year Students Web Browser programming experience Creative Skills Open Educational Resources Effective Classroom Entrepreneurial Projects Business Ideas

来源：评论

学校读者我要写书评

暂无评论

HOW DO WE READ ALGORITHMS - A CASE-STUDY

引用

COMPUTER 1990年第1期23卷 24-35页

作者： CROSBY, ME STELOVSKY, J Dept. of Inf. & Comput. Sci. Hawaii Univ. Honolulu HI

The authors report on an experiment that explored the way subjects view an algorithm, written in Pascal, and the graphical representation of its behavior. They designed the experiment to examine the influence of programming experience on how subjects view a short but complex algorithm, and they analyzed the scan patterns of eye movement for subjects at two experience levels. They describe the experimental procedure in detail, and discuss the results. An important finding was that all subjects needed numerous fixations in most areas of the algorithm and spent more time viewing relevant slide areas than did subjects in studies using simple text. This supports the hypothesis that viewing strategies for algorithms differ from those for prose

关键词： Pascal algorithms behavior behavioural sciences computing eye movement graphical representation influence programming programming experience scan patterns subjects viewing strategies

来源：评论

学校读者我要写书评

暂无评论

*** 3.5 For Dummies 1

引用

丛书名： -For dummies

2008年

作者： Cox Ken

ISBN: (数字)9780470288542

ISBN: (纸本)9780470195925

Did you volunteer to create a Web site for the softball team? Is it time to take your small business to the next level and let your customers shop online? Well, you can relax! *** 3.5 makes creating a dynamic site faster and cleaner than ever before, and *** 3.5 For Dummies makes it easier. First, you’ll get an introduction to all the tools and terminology you need to understand ***. If you’ve used earlier versions of *** and Visual Web Developer, you can probably skip that part and jump right into what’s new in 3.5. You'll make friends with LINQ and SQL, create sites in Visual Web Developer 2008 Express, and much more. Before you know it, you’ll discover how to: Integrate data, track shopping cart contents, and whisk away bugs Create user interfaces with easy navigation Use the ListView control for sophisticated formatting Write LINQ queries Add a table to a database Create an event handler Take advantage of the drag 'n' drop feature that lets you write less code Put all the features to work to develop dynamic Web applications The softball team is going to love that Web site, and your customers might enjoy shopping on your site so much that you’ll have to expand your business to fill all the orders! We can’t promise that, of course, but we’re pretty sure that *** 3.5 For Dummies will make creating Web sites easier and a lot more fun.

关键词： active server pages ajax library concepts active server pages data-driven web applications event handler code linq queries listview control softball team deployment programming experience web designer html coder

来源：评论

学校读者我要写书评

暂无评论

Code Structure Difficulty in OOP - an exploration study regarding basic cognitive processes 17

Code Structure Difficulty in OOP - an exploration study rega...

引用

17th Koli Calling International Conference on Computing Education Research (Koli Calling)

作者： Barkmin, Mike Tobinski, David Kramer, Matthias Brinda, Torsten Univ Duisburg Essen Didact Informat Essen Germany Univ Duisburg Essen Inst Psychol Essen Germany

ISBN: (纸本)9781450353014

On the way to a model of object-oriented programming competency, this study focuses on the interaction of different code structures, in concrete objects and algorithms, and different levels of semantical knowledge on a basic cognitive level of encoding and decoding. Therefore a computer-based instrument has been invented and the first study with 42 students has been conducted. The results seem to be promising to unravel an assumed hierarchy of code structure difficulty.

关键词： Competency modeling Object-oriented programming Encoding / Decoding programming experience

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：