The Coding Stages Assessment: development and validation of an instrument for assessing young children’s proficiency in the ScratchJr programming language

Žana Žanko Saša Mladenović M. Mladenović

2020

Block-based programming languages are becoming a favourite learning tool for programming novices while the traditional way of teaching programming mostly uses text-based programming languages. The purpose of this study was to compare the impact of used visual and textual programming languages on K-12 students' understanding of the loop concept. Participants were 312 elementary school students from 5th to 8th grade using visual programming language Scratch (n = 59), and textual programming languages Logo (n = 185) and Python (n = 68). Tests for all languages were equivalent, differing only in the used programming language. Results showed that students achieved statistically significant higher scores when using block-based programming language compared to students using textual programming languages. These results show that K-12 students need concrete experience to understand abstract concepts, as the loop concept, which Scratch as a block-based programming language provides.

Leigh Ann Delyser Selina Marianna Shah I. T. Sanusi + 1 lainnya

5 Desember 2023

In this panel, we will engage in a discussion of how to conduct research (including choosing areas of focus) that benefits all learners who are learning computer science. We will bring together leaders in CS education and CS education research to discuss how CS education research is emerging in its definition of quality. This includes multi-national approaches for disaggregating outcome data to understand outcomes from youth of different gender, socioeconomic status, race/ethnicity, accessibility needs, and geographic location.

Amy Isvik T. Barnes Veronica Catété

19 November 2020

Creators of computing curricula do not always have formal pedagogical training. We investigated if exposing novice lesson designers to pedagogical best practices would result in the creation of lessons where evidence of successful use of these practices could be identified. We trained 29 high school students who were in a full-time computer science summer internship on how to create Snap! programming lessons for non-computing courses. Over the course of three weeks they developed computing-infused lessons on their choice of learning topic (science, business, language, etc.). We examined these lessons for their use of scaffolding, teacher accessibility, equity, and content. We found that students implemented many of the scaffolding techniques that they themselves experienced and created lessons that were detailed enough to be accessible for teacher use. We also identified significant relationships between both subject area and gender on equity scores, as well as an impact of collaboration on scaffolding type included. No difference in artifact quality was identified by prior student coding experience. This project represents an innovative way to engage students in learning more computer science while creating educational materials for computing in K-12 classrooms.

Valeria Guerrero-Bequis Alejandro Espinal Camilo Vieira

2 Juni 2022

ABSTRACT Background and context Transfer is a process where students apply their learning to different contexts. This process includes using their knowledge to solve problems with similar complexity, and in new contexts. In the context of programming, transfer also includes being able to understand and use different programming languages. Objective This study explores: (a) student ability to transfer from a block-based programming language into another block-based programming language; (b) student ability to transfer from a block-based programming language to a text-based programming language; (d) student ability to transfer their learning within the same programming language; and (d) the difficulties students had to transfer in these contexts. Method A group of students participating in a program called Coding For Kids explained three different programs in different programming languages during an interview protocol. The students used the programming language MakeCode, and worked on transfer activities in Scratch and Python. Findings The results suggest that while most students are able to transfer between block-based programming languages, most of them struggle to explain a program in a text-based programming language, and to solve a new coding challenge. Implications Instructional designers should consider different strategies to facilitate student transfer into professional programming languages, which is particularly difficult for non-English speakers.

József Udvaros Ákos Gubán Á. Sándor + 1 lainnya

13 Juni 2022

Nowadays, the theme of computer thinking is a common topic for educational research. The scientific literature on the subject has gradually appeared, in which psychologists emphasize the need for the development of thinking of children. Research often relates only to the development of computational thinking at elementary and high schools. Nowadays, almost everything is digitalized, so it is important to also develop the computational thinking skills of students at higher levels. In our study, we present the results of the conducted data analysis in which we examined the development of students’ efficiency. On the basis of the results, we propose a possible solution for the development of computational thinking. Using data research processes, we examined the results of the object-oriented (OO) planning and programming subject of Budapest Business School, going back 5 years. The results show that the level of particular computational thinking could be measured using the exam results, and teacher advancement (experience) improved the level of particular computational thinking. Today, education has been greatly influenced by COVID-19, challenging not only teachers but also students. The production of particular computational thinking under COVID-19 or online is much more effective than the pursuit of full computational thinking through traditional teaching.