Panel

Brown, Neil C. C.; Mönig, Jens; Bau, Anthony; Weintrop, David

doi:10.1145/2839509.2844661

Cited by 17 publications

(4 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The primary goal of block programming in junior high and high school is to provide a foundation for further more sophisticated computational practices [9, 61]. The results of the project described in this study show that students were successful in their tasks and ready to develop their potential in programming in the future.…”

Section: Discussionmentioning

confidence: 91%

“…Millions of children are learning Scratch, Blockly, and Alice programming environments, and the Hour of Code initiative has over 500 million hours worked worldwide [61]. The inclusion of block programming in the junior high and high school computer science curriculum implies that this approach will help prepare students for further mastery of text‐based programming languages [9].…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Environmental design as a component of block‐based programming

Geng

2022

Comp Applic In Engineering

View full text Add to dashboard Cite

The research purpose is to analyze how block‐based programming, introduced in parallel with classical school education, will be an effective tool for developing environmental awareness among students. The research proposes a well‐developed theoretical program on environmental literacy and a practical Science, technology, engineering, and mathematics (STEM) project creating an eco‐house model with a weather station and alternative energy sources in a regular secondary school in Shanghai. The sample involved school students of the seventh grade, equally divided into two groups: the control group (learnt only a theoretical program) and the experimental group (learnt both a theoretical program and a practical STEM project). At the end of the school year, students passed an environmental literacy test. The differences between the control and experimental groups were statistically significant. The experimental group has the advantage in all parameters: it has the highest scores and a large number of students who showed a high and very high level of knowledge. The results prove the methodology effectiveness of the experimental group in terms of developing sensitivity to the environment, cognitive abilities, ecological analysis, and preserving the environment. It was found that overall academic performance correlates significantly with both test scores and project scores. The highest scores were for the project, which indicates the effectiveness of block‐based programming in the learning of the experimental group, their implementation of new ideas based on the acquired knowledge, success in decision‐making, and experience that went beyond previous achievements.

show abstract

Section: Discussionmentioning

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Environmental design as a component of block‐based programming

Geng

2022

Comp Applic In Engineering

View full text Add to dashboard Cite

show abstract

“…Block-based programming is one of the most popular ways to improve CT. A growing number of classrooms are incorporating it into their materials. It uses colors and shapes and drag-and-drop features to support novice programmers [28]. Block-based programming environments help students to learn CT concepts (e.g., sequences, loops, parallelism, events, conditionals, operators, and data) [25].…”

Section: Introductionmentioning

confidence: 99%

Online Learning Using Block-based Programming to Foster Computational Thinking Abilities during the COVID-19 Pandemic

Amnouychokanant

Boonlue

Chuathong

et al. 2021

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

The COVID 19 pandemic has affected global education. In Thailand, all educational institutions temporarily closed to prevent the spread of COVID-19. However, teaching and learning still need to be continued. It is necessary to switch the learning activities to online learning. In this study, we designed online learning activities for developing computational thinking (CT) of students and carried out an experiment with 90 participants (first-year students enrolled in a Bachelor of Education Program in educational technology and communications at King Mongkut's University of Technology Thonburi). At the beginning of the experiment, all participants were asked to take a CT test to measure their CT. The test is consistent with other CT tests under validation. During the sessions, all participants were taught by Thunkable. After the experiment, they took the CT test again. The results show that by improving CT through block-based programming projects, students’ performance improved significantly. In conclusion, block-based programming and working in pairs are combinations that can potentially help students to perform better, in turn affecting their performance in projects.

show abstract

“…We argue that such an assessment should be (1) based on the emerging student 2 / 24 learning standards (Computer Science Teachers Association -CSTA, 2017;k12cs.org, 2016) and thus representative of the current well-accepted CS curricular concepts of primary interest for this grade range, (2) administrable with standard testing platforms, and (3) be completed by students within a standard class period, thus the teachers can use it in their classes. Finally, assessment items should utilize block-based programming, the most popular programming representation used in middle grades (Brown, Mönig, Bau, & Weintrop, 2016). This paper provides a foundational literature review, and development and validation of the MG-CSCI, a CS concept inventory assessment for middle grades.…”

Section: Introductionmentioning

confidence: 99%

Development and Validation of the Middle Grades Computer Science Concept Inventory (MG-CSCI) Assessment

Rachmatullah

Akram

Boulden

et al. 2020

EURASIA J MATH SCI T

View full text Add to dashboard Cite

The increasing interest in computer science (CS) and CS-integrated STEM teaching and learning has created a need for assessment instruments that can be used to evaluate the efficacy of innovative instructional approaches to K-12 CS education. However, there is a lack of validated assessment tools aligned to core CS concepts for younger students. This paper reports on the development and validation of a CS concept assessment for middle grades (ages 11-13) students. A total of 27 multiple-choice items were developed, guided by focal knowledge, skills and abilities associated with the concepts of variables, loops, conditionals, and algorithms. These items were administered to 457 middle grades students. The items were presented in form of block-based programming code and administered in a week-long computational modeling intervention. A combination of classical test theory and item response theory approaches were used to validate the assessment. Based on results, it was found that only 24 items are considered valid and reliable items to measure CS conceptual understanding. The results also suggested that the assessment can be used as a pre and post-test to investigate students' learning gains. This work fills an important gap by providing a key resource for researchers and practitioners interested in assessing middle grades student CS conceptual understanding.

show abstract

Panel

Cited by 17 publications

References 6 publications

Environmental design as a component of block‐based programming

Environmental design as a component of block‐based programming

Online Learning Using Block-based Programming to Foster Computational Thinking Abilities during the COVID-19 Pandemic

Development and Validation of the Middle Grades Computer Science Concept Inventory (MG-CSCI) Assessment

Contact Info

Product

Resources

About