A Cross-analysis of Block-based and Visual Programming Apps with Computer Science Student-Teachers

Abstract

In the last few years, it has been pointed out that teaching programming is a strong strategy to develop pupils’ competences in computational thinking (CT). In the Portuguese context, the curriculum changes in 2018 made programming and CT compulsory for every pupil in primary and secondary education. Nowadays, there is an information and communication technology (ICT) subject, taught by a computer science teacher in each school grade. In Portugal, to become a computer science teacher in primary and secondary education, it is compulsory to have a master’s degree in computer science education. This article reports on a pedagogical activity developed with student-teachers of a Master in Teaching Informatics at the University of Lisbon. Within the activities of the master’s program, we developed a cross-analysis of the core characteristics of 26 block-based and visual programming applications (apps) used to teach computational thinking and programming in school classes. In order to organize the analysis, a framework with several dimensions was developed and used by student-teachers to register the characteristics of each app. The product of this work is a comparative matrix mapping the core characteristics of each of the 26 apps that student-teachers used to select the most appropriate one for teaching programming and computational thinking according to each grade, age group and other characteristics.

Pre-service and in-service teachers’ interest, knowledge, and self-confidence in using educational robotics in learning activities

“…Computational Thinking (CT) has been pointed out as a thematic trend in education, and as an essential skill that all 21st-century citizens should hold (PIEDADE et al, 2019). The development of students' CT skills promotes the improvement of other competencies such as problem-solving, algorithmic thinking, collaboration, and critical thinking.…”

On Teaching Programming Fundamentals and Computational Thinking with Educational Robotics: A Didactic Experience with Pre-Service Teachers

“…Programming is one of the computer science areas that, in addition to promoting the development of CT, also promotes and develops concepts such as: algorithm and logical thinking; understanding the syntax, semantics and complexity of a set of different languages; the mastery of the different programming paradigms; and the identification of problems and the respective design and coding of solutions [10]. This critical computer science area is nowadays integrated into primary and secondary school curricula around the world.…”

“…Learning computer programming is a challenging and complex process for many students [11,12], as it requires both a theoretical understanding and a practical application of the syntax and semantics of specific languages, as well as algorithmic thinking and programming skills [10]. According to Robbins et al (2003), cited by Cheng [13], "one of the major challenges facing novice programming pupils was that they knew the syntax and semantics of each single statement in the programming language, but they did not understand how to combine the statements to create a valid computer program" (p. 362).…”

“…[18,19]. Piedade et al [10] analyzed the core characteristics of 26 block-based apps and pointed out that the majority of the applications are excellent solutions for teaching essential programming contents and supporting computational thinking activities.…”

Computational Story: Learning Media for Algorithm and Programming Based o n Computational Thinking

“…This tool is made for students who are just learning programming through videos, stories, music, simulations, interactive art, or games [10]. Some other examples of research to improve students' abilities in algorithms and programming specifically by involving the concept of computational thinking can be found in [11,12,13].…”