Alice, Greenfoot, and Scratch -- A Discussion

Utting, Ian; Cooper, Stephen; Kölling, Michael; Maloney, John; Resnick, Mitchel

doi:10.1145/1868358.1868364

Cited by 113 publications

(65 citation statements)

References 5 publications

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“…In addition, programming tools are considered as powerful tools with which students can solve problems by editing, analyzing, evaluating and explaining their thoughts clearly (diSessa & Abelson, 1986). In the literature, it has been a quite established agreement that computer programming makes positive effects on students' cognitive development (Crescenzi et al, 2012;Utting et al, 2010;Clements & Sarama, 2003).…”

Section: Inroductionmentioning

confidence: 99%

Undergraduate Students' Experiences in Programming: Difficulties and Obstacles

Özmen¹,

Altun²

2014

TOJQI

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Programming courses become prominent as one of the courses in which undergraduate students are unsuccessful especially in departments which offer computer education. Students often state that these courses are quite difficult compared to other courses. Therefore, a qualitative phenomenological approach was used to reveal the reasons of the failures of the undergraduate students in programming courses and to examine the difficulties they confronted with programming. In this scope, the laboratory practices of the Internet Programming course were observed in fall term of the 2013-2014 academic year in a university at central Anatolia. Interviews were made with 12 undergraduate students taking this course. Finally, the difficulties students experienced in the programming were determined as programming knowledge, programming skills, understanding semantics of the program, and debugging. Students emphasized that the biggest causes of failure in programming languages are lack of practice, not using algorithms and lack of knowledge. In addition, it was seen that the students who had high programming experience possess higher programming success and self-efficacy related to programming.Keywords: Programming; programming language; programming experience. ÖzProgramlama dersleri, özellikle bilgisayar eğitimi veren bölümlerde üniversite öğrencilerinin en başarısız olduğu derslerden biri olarak öne çıkmaktadır. Öğrenciler bu dersleri diğer derslere oranla oldukça zor bulduklarını ifade etmektedirler. Bu doğrultuda, üniversite öğrencilerinin programlama derslerindeki başarısızlıklarının nedenlerini ortaya koymak ve programlama sürecinde yaşadıkları zorlukları incelemek amacıyla nitel araştırma yöntemlerinden biri olan fenomenoloji yaklaşımı kullanılmıştır. Bu kapsamda, 2013-2014 yılı güz döneminde Türkiye'de bir devlet üniversitesinde İnternet Tabanlı Programlama dersinin laboratuvar etkinlikleri gözlemlenmiş ve bu derse devam eden 12 öğrenci ile görüşme yapılmıştır. Sonuç olarak, öğrencilerin programlama sürecinde yaşadıkları zorluklar programlama bilgisi, programlama becerisi, programın mantığını kavrama ve hata ayıklama olarak belirlenmiştir. Öğrenciler, programlamadaki başarısızlıklarının en büyük nedenlerini pratik eksikliği, algoritma oluşturmama ve bilgi eksikliği olduğunu vurgulamışlardır. Ek olarak, programlama deneyimi yüksek olan öğrencilerin programlama başarılarının ve programlamaya ilişkin öz yeterlilik algılarının yüksek olduğu görülmüştür.Anahtar Sözcükler: Programlama; programlama dili; programlama deneyimi.

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Section: Inroductionmentioning

confidence: 99%

Undergraduate Students' Experiences in Programming: Difficulties and Obstacles

Özmen¹,

Altun²

2014

TOJQI

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“…Scratch enables female participation in the field of computer science and is labeled as a "promising practice" for increasing gender diversity in IT by The National Center for Women & Information Technology [13]. Furthermore, Scratch is employed as the major content in the introductory Computer Science course at Harvard, which results in a marked increase in the retention of female students [14]. In addition, Scratch seems to be appealing to girls [15].…”

Section: B Scratch and Gendermentioning

confidence: 99%

Gender Differences in Elementary School Students’ Game Design Preferences

Hsu¹

2013

IJIET

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Abstract-A visual programming environment, Scratch, is widely used by young students, and is reported to improve the participation of females in the field of computer science. The purpose of this study is to investigate gender differences among elementary school students' game design preferences. The participants in this study are eight 2nd graders, four boys and four girls, with few programming experiences. The experimental sessions are conducted for 8 weeks with one instructor facilitating students' game design. Each session lasts for two hours. As they are limited in their knowledge of programming, the participants are given model examples to work with. Gender differences in game design preferences are measured by examining student works. The results indicate that (1) girls are more interested in drawing, while boys are more interested in designing game interactions, (2) when it comes to character selection, girls are fond of drawing realistic characters while boys like to use Scratch built-in characters, (3) both boys and girls are interested in taking the challenges of the model examples, and (4) girls are more motivated to incorporate multimedia into their projects.

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“…However, several papers comparing Greenfoot, Alice, and Scratch, in terms of their features, goals, and audiences have been published (Fincher & Utting, 2010;Utting, Cooper, Kölling, Maloney, & Resnick, 2010 …”

Section: Greenfootmentioning

confidence: 99%

Hacia la educación del futuro: El pensamiento computacional como mecanismo de aprendizaje generativo

Segredo

Miranda

León

2017

Education in the Knowledge Society

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ResumenLa transformación de la educación tradicional en una educación "SMART" (del inglés, "Sensitive, Manageable, Adaptable, Responsive and Timely") implica la modernización integral de todos los procesos educativos. Para dicha transformación, la incorporación de nuevas pedagogías se vuelve imprescindible a nivel metodológico, mientras que el uso de entornos interactivos e inteligentes de aprendizaje supone un hito fundamental a nivel tecnológico. En cualquier caso, el objetivo último de esta transformación es formar y transformar a los estudiantes del futuro para que desarrollen habilidades del siglo XXI y puedan convertirse así en ciudadanos de nuestro mundo en continuo cambio. La tecnología y las computadoras son un aspecto esencial para esta modernización, no solo en términos de soporte tecnológico, sino también en términos de ofrecer nuevas metodologías para el desarrollo de nuevas pedagogías y habilidades. En este contexto, el pensamiento computacional aparece como un mecanismo prometedor para fomentar estas nuevas competencias básicas, ya que ofrece herramientas que se ajustan a los intereses del alumnado y les da la posibilidad de comprender mejor los fundamentos de nuestra sociedad y de los entornos basados en las Tecnologías de la Información y la Comunicación (TIC). En este trabajo, planteamos la necesidad de realizar un esfuerzo para fomentar el desarrollo del pensamiento computacional como una oportunidad para transformar las pedagogías tradicionales en metodologías adaptadas al futuro. Además, presentamos una visión general sobre el pensamiento computacional y analizamos el estado actual de la educación "SMART", haciendo hincapié en la falta de metodologías que permitan apoyar esta transición. Por último, proporcionamos -a aquellos educadores interesados en conseguir un cambio real-información sobre iniciativas dedicadas a la difusión o promoción del pensamiento computacional; herramientas o materiales de apoyo para el desarrollo del pensamiento computacional entre los estudiantes; así como una síntesis de las experiencias y los resultados existentes en relación a la aplicación del pensamiento computacional en entornos educativos. AbstractThe transformation of traditional education into a Sensitive, Manageable, Adaptable, Responsive and Timely (SMART) education involves the comprehensive modernisation of all educational processes. For such a transformation, smart pedagogies are needed as a methodological issue while smart learning environments represent the technological issue, both having as an ultimate goal to cultivate smart learners. Smart learners need to develop 21st century skills so that they can become into smart citizens of our changing world. Technology and computers are an essential aspect for this modernisation, not only in terms of technological support for smart environments but also in terms of offering new methodologies for smart pedagogy and the development of smart skills. In this context, computational thinking appears as a promising mechanism to encourage core skills since it ...

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Alice, Greenfoot, and Scratch -- A Discussion

Cited by 113 publications

References 5 publications

Undergraduate Students' Experiences in Programming: Difficulties and Obstacles

Undergraduate Students' Experiences in Programming: Difficulties and Obstacles

Gender Differences in Elementary School Students’ Game Design Preferences

Hacia la educación del futuro: El pensamiento computacional como mecanismo de aprendizaje generativo

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