Lowering the barriers to programming

Kelleher, Caitlin; Pausch, Randy

doi:10.1145/1089733.1089734

Cited by 682 publications

(104 citation statements)

References 48 publications

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“…The challenge of constructing such emergent behaviors is notoriously hard. In the field of engineering education, many high school and undergraduate students are less successful at creating such autonomous robot behaviors and resort mainly to online user controlled behaviors (Bilotta and Pantano 2000;Fagin and Merkle 2002;Kelleher and Pausch 2005). In the domain of complex systems, understanding such behaviors requires an ''emergent schema'', a way of explaining coherent global patterns based on a small set of simple rules that describe the ongoing local interactions between objects (Bar-Yam 1997).…”

Section: Resultsmentioning

confidence: 99%

“…These were developed since the early 1980s with the aim to allow novices to program bypassing the need to remember names of commands and syntax constraints (e.g., PICT, PLAY, at the University of Washington, Kelleher and Pausch 2005;''ToonTalk'', Kahn 2004). Currently the 'Scratch' language (Monroy-Hernandez and Resnick 2008, along the lines of its predecessor 'Logo Blocks', Begel 1996) is being used worldwide by children and teachers, in and out of schooling settings.…”

Section: Young Children and Programmingmentioning

confidence: 99%

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Making Sense by Building Sense: Kindergarten Children’s Construction and Understanding of Adaptive Robot Behaviors

Mioduser

Levy

2010

Int J Comput Math Learning

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This study explores young children's ability to construct and explain adaptive behaviors of a behaving artifact, an autonomous mobile robot with sensors. A central component of the behavior construction environment is the RoboGan software that supports children's construction of spatiotemporal events with an a-temporal rule structure. Six kindergarten children participated in the study, three girls and three boys. Activities and interviews were conducted individually along five sessions that included increasingly complex construction tasks. It was found that all of the children succeeded in constructing most such behaviors, debugging their constructions in a relatively small number of cycles. An adult's assistance in noticing relevant features of the problem was necessary for the more complex tasks that involved four complementary rules. The spatial scaffolding afforded by the RoboGan interface was well used by the children, as they consistently used partial backtracking strategies to improve their constructions, and employed modular construction strategies in the more complex tasks. The children's explanations following their construction usually capped at one rule, or two condition-action couples, one rule short of their final constructions. With respect to tasks that involved describing a demonstrated robot's behavior, in describing their constructions, explanations tended to be more rule-based, complex and mechanistic. These results are discussed with respect to the importance of making such physical/computational environments available to young children, and support of young children's learning about such intelligent systems and reasoning in developmentally-advanced forms.

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Section: Resultsmentioning

confidence: 99%

Section: Young Children and Programmingmentioning

confidence: 99%

Making Sense by Building Sense: Kindergarten Children’s Construction and Understanding of Adaptive Robot Behaviors

Mioduser

Levy

2010

Int J Comput Math Learning

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“…Por esto se propone la enseñanza de la programación no sólo enfocado a la enseñanza de un lenguaje en particular sino al desarrollo del pensamiento computacional incluso como una habilidad básica en nuestra sociedad [23]. Sin embargo, el uso y entendimiento de los lenguajes de programación ha sido históricamente difícil, ya que implica comprender una sintaxis especializada que no admite errores [24]. La mayoría de los lenguajes de programación parecen una escritura extraña para el ojo no entrenado y es por ello que en los cursos introductorios de programación, se ha observado que los estudiantes tienen que llegar a ser especialistas de la sintaxis, antes de poder resolver los problemas [25].…”

Section: Programar En Los Primeros Años De La Universidadunclassified

Modelado y simulación de un sistema mecánico simple: Programar en primer año de ingeniería

2018

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Resumen-El trabajo presenta un análisis exploratorio del proceso de construcción de simulaciones de un sistema mecánico utilizando entornos de programación con bloques por parte de alumnos universitarios. Los resultados provienen de un estudio de caso desarrollado en la asignatura de primer año "Introducción a la Ingeniería Mecánica" (Facultad de Ingeniería, UNR). Partiendo del modelado, los participantes diseñaron, programaron y evaluaron sus propias simulaciones utilizando Scratch, que resultó un recurso idóneo para ser utilizado con estudiantes con escasos conocimientos de programación. De esta forma, las simulaciones funcionaron como una herramienta de aprendizaje en una etapa temprana de la carrera. Los resultados reflejan la necesidad de propiciar propuestas educativas que permitan el estudio de los diversos aspectos del modelado, la simulación y la programación en carreras de ingeniería, ya que estas experiencias pueden facilitar el uso de entornos más específicos y potentes, siendo recursos valiosos para enriquecer situaciones curriculares y profesionales.Palabras Clave-Enseñanza Universitaria; Programación; Modelado y simulación; Ingeniería Mecánica. Abstract-This work presents an exploratory analysis of the process of constructing simulations of a mechanical system using programming environments with blocks by university students. We present the results of a case study developed in the subject "Introduction to Mechanical Engineering" (Faculty of Engineering, XXX), from the first year of the course. Based on the modeling, the participants designed, programmed and evaluated their own simulations using Scratch, which proved to be an ideal resource to be used with students with limited programming knowledge. In this way, the simulations functioned as a learning tool in an early stage of the university. The results reflect the need to promote educational proposals that allow the study of the different aspects of modeling, simulation and programming in engineering careers, since these experiences can facilitate the use of increasingly specific and powerful environments, being valuable resources to enrich curricular and professional situations.Keywords-Higher Education; Programming; Modeling and Simulation; Mechanical Engineering. IntroducciónDiferentes recursos tecnológicos se proponen actualmente en la enseñanza de carreras científico-tecnológicas de nivel Como citar este artículo: Monjelat, N.G., Rodríguez, G.L. and San Martín, P.S., Modelado y simulación de un sistema mecánico simple: Programar en primer año de ingeniería. Educación en Ingeniería, 13(25), pp. 4-11, Febrero, 2018. superior, dentro de los cuales se destacan las simulaciones por computadora. Unido a éstas, el desarrollo de los modelos físico-matemáticos subyacentes, son beneficiosos para ilustrar conceptos propios de las diversas asignaturas.Particularmente en las carreras de Ingeniería, se han desarrollado múltiples experiencias que buscan introducir al alumnado en el mundo del modelado y la simulación [1,2], ya que estos saberes resulta...

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“…Nonprogrammers can be supported by including natural language or visual programming languages. A comprehensive survey that provides details and examples beyond the scope of the overview provided here can be found in the publication by Kelleher and Pausch [68]. Both visual programming languages (which provide programming structures in visual form) or natural language programming languages (which feature syntax that is intended to be very close to written natural language) aim at providing programming to users who are not able to program in a regular programming language.…”

Section: Authoring Support For Non-programmersmentioning

confidence: 99%

Authoring of Adaptive Single-Player Educational Games

Mehm

2014

PIK - Praxis Der Informationsverarbeitung Und Kommunikation

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Lowering the barriers to programming

Cited by 682 publications

References 48 publications

Making Sense by Building Sense: Kindergarten Children’s Construction and Understanding of Adaptive Robot Behaviors

Making Sense by Building Sense: Kindergarten Children’s Construction and Understanding of Adaptive Robot Behaviors

Modelado y simulación de un sistema mecánico simple: Programar en primer año de ingeniería

Authoring of Adaptive Single-Player Educational Games

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