Robots have been found to be effective tools for programming instruction, although it is not yet clear why students learn more using robots as compared to receiving 'traditional' programming instruction. In th...
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ISBN:
(纸本)9781450370578
Robots have been found to be effective tools for programming instruction, although it is not yet clear why students learn more using robots as compared to receiving 'traditional' programming instruction. In this study, 121 nine- to twelve-year-old children received a programming training in pairs, in one of two conditions: using either a robot or a virtual avatar. The training was videotaped to study differences in children's cooperation. Furthermore, children's learning outcomes and motivation were assessed through questionnaires. Children were found to learn more from programming the robot than the avatar, although no differences in their cooperation during the training or self-reported motivation were found between the two conditions. Thus, future research is required to further understand how exactly robots lead to higher learning outcomes than 'traditional' tools.
programming technologies have not changed significantly during last twenty years and that fact does not fit well with fast progress in various computing areas, like mobile communications, cloud computing, IoT. If we w...
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ISBN:
(纸本)9781538647417
programming technologies have not changed significantly during last twenty years and that fact does not fit well with fast progress in various computing areas, like mobile communications, cloud computing, IoT. If we want to understand how to improve programming technologies, we need to get out of the usual point of view and to find a new point of view, looking from where we can see the way for improvements. As the point of view we propose to take ordinary programming, by which we mean a set of action a person does to program personal devices to solve everyday task. The article gives the definition of ordinary programming, samples of problems that can be solved using ordinary programming and an approach to implementation it. It is shown that the implementation of ordinary programming leads to the Lexicon of programming in terms of A.P. Ershov article (1983) and gives new meaning to the Ershov's words about programming as a second literacy.
Learning the basic concepts of programming and its foundations is considered as a challenging task for students to figure out. It is a challenging process for lecturers to learn these concepts, as well. The current li...
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Learning the basic concepts of programming and its foundations is considered as a challenging task for students to figure out. It is a challenging process for lecturers to learn these concepts, as well. The current literature on programming training abounds with the examples of a wide range of methods employed. Within this context, one of the prominent approaches in programming training is flipped classroom (FC) model. This article has sought to illuminate the effect of cognitive flexibility, problem-solving skills (PSS), and flipped learning readiness (FLR) levels on students' programming achievements in programming training through FC model. A total of 149 freshmen computer science students studying in a state university in Turkey were recruited for this study. In this study, designed as a relational screening model, a personal form, an achievement test, and three different data collection instruments were employed to collect data. For the data analysis, structural equation modeling, a multivariate statistical analysis technique, was used to reveal a model explaining and predicting the relations between programming achievement and different variables. The findings clearly indicate that FLR is the most important predictor of the programming achievements of students in FC. Other important predictors were found as PSS and cognitive flexibility. The research model demonstrates that an increase or development in FLR, PSS, and cognitive flexibility levels in FC will enhance the achievements of students in programming.
In recent years, professionals in different fields have become able to do programming by using simplified software tools, as a consequence of this they are becoming able to understand programming in a general or "...
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ISBN:
(纸本)9781479984541
In recent years, professionals in different fields have become able to do programming by using simplified software tools, as a consequence of this they are becoming able to understand programming in a general or "panoramic" way. This understanding is not evaluated by current programming abilities testing methods such as written paper tests or practical programming. This paper proposes a Programmed Visual Contents Comparison Method to assess programming ability, and additionally, a testing system based on this method. With this method, by comparing 2 displayed images and interactive animations produced by programming samples (a question) a subject must decide which one of the programs is more difficult to build with programming than the other, or, if the difficulty is similar for both of them. The validity of the method is confirmed by comparing the ability reported by programming teachers with the results of an experiment performed with a testing system.
In this paper, we share the experience gained by organizing and running a programming contest for upper primary and lower secondary schools students;contestants compete in their own age division. This contest, called ...
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