How programming environment shapes perception, learning and goals

Lewis, Colleen M.

doi:10.1145/1734263.1734383

Cited by 165 publications

(95 citation statements)

References 4 publications

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“…From the point of view of learning programming per se, some of the key challenges within early research were difficulties with programming syntax, dealing with error messages along with the severely limited access to technology within the classroom (Resnick et al 2009;Lewis 2010). Since then there have been significant developments in novice programming languages which have overcome some of these issues, especially in the fashionable swing towards graphical rather than text-based programming.…”

Section: Introductionmentioning

confidence: 99%

Bridging Primary Programming and Mathematics: Some Findings of Design Research in England

Benton

Hoyles

Kalaš

et al. 2017

Digit Exp Math Educ

146

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In this paper we present the background, aims and methodology of the ScratchMaths (SM) project, which has designed curriculum materials and professional development (PD) to support mathematical learning through programming for pupils aged between 9 and 11 years. The project was framed by the particular context of computing in the English education system alongside the long history of research and development in programming and mathematics. In this paper, we present a Bframework for action^(diSessa and Cobb, Journal of the Learning Sciences, 13, 77-103, 2004) following design research that looked to develop an evidence-based curriculum intervention around carefully chosen mathematical and computational concepts. As a first step in teasing out factors for successful implementation and addressing any gap between our design intentions and teacher delivery, we focus on two key foundational concepts within the SM curriculum: the concept of algorithm and of 360°total turn. We found that our intervention as a whole enabled teachers with different backgrounds and Digit Exp Math Educ (2017) 3:115-138 DOI 10.1007/s40751-017-0028-x The research reported in this paper forms part of a larger project, the ScratchMaths project 2014-17 funded by the Educational Endowment Foundation. The project is being independently evaluated following a randomized control trial model involving over 100 primary schools across England. Department of Informatics Education, Comenius University, Bratislava, Slovakia levels of confidence to tailor the delivery of the SM in ways that can make these challenging concepts more accessible for both themselves and their pupils.

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Section: Introductionmentioning

confidence: 99%

Bridging Primary Programming and Mathematics: Some Findings of Design Research in England

Benton

Hoyles

Kalaš

et al. 2017

Digit Exp Math Educ

146

View full text Add to dashboard Cite

show abstract

“…According to Carter and Jenkins (1999), one of the primary teaching goals of introductory programming courses is to equip students with basic knowledge and skills in programming. Lewis (2010) similarly confirmed that the goal is to develop students' programming skills and attitude towards programming. However, research results have shown that a large group of students do not attain the level of skills set by the teaching goals of the programming courses and fail to learn programming skills at an acceptable level (see, for example, Dehnadi & Bornat, 2006).…”

Section: Discussionmentioning

confidence: 52%

An in-depth analysis of learning goals in higher education: Evidence from the programming education

Xia¹

2017

JLD

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“…A very common issue that has been encountered in introductory visual languages is that learners do not consider them "real" programming languages [30,39,40]. In some cases, the fact of being "easier" than text was interpreted to mean that the visual language did not "count" as programming, particularly when textual programming was later found challenging.…”

Section: Discussionmentioning

confidence: 99%

“…Students who struggled with the textual-language part of the course felt that what they had been doing in Alice "didn't count" or was "too easy", that textual code was "real programming" and were inclined towards believing that they were not actually capable of programming; this inclination is harmful in itself. Lewis et al found that more students rated a picture of random greenon-black symbols from the film The Matrix as "definitely" or "somewhat like" programming than an image of the Lego Mindstorms programming environment (a colourful drag-anddrop system), despite the fact that those students had been learning Scratch [39,40]. These examples are just some of the motivating concerns we had about visual-textual transitions when setting out to design Tiled Grace.…”

Section: Event Versus Processmentioning

confidence: 99%

Lessons in combining block-based and textual programming

Homer¹,

Noble²

2017

VLSS

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Tiled Grace is a block-based programming system backed by a conventional textual language that allows switching back and forth between block-based and textual editing of the same code at any time. We discuss the design choices of Tiled Grace in light of existing research and a user experiment conducted with it. We also examine the sorts of task preferred in each mode by users who had the choice of editing either as blocks or as text, and find both positive and cautionary notes for block-based programming in the results.

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How programming environment shapes perception, learning and goals

Cited by 165 publications

References 4 publications

Bridging Primary Programming and Mathematics: Some Findings of Design Research in England

Bridging Primary Programming and Mathematics: Some Findings of Design Research in England

An in-depth analysis of learning goals in higher education: Evidence from the programming education

Lessons in combining block-based and textual programming

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