Comparing Block-Based and Text-Based Programming in High School Computer Science Classrooms
Comparing Block-Based and Text-Based Programming in High School Computer Science Classrooms
复制标题
高中计算机科学课堂中基于块和基于文本的编程的比较
DOI：
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发表时间：
2017
影响因子：
2.4
通讯作者：
U. Wilensky
中科院分区：
文献类型：
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作者：
David Weintrop;U. Wilensky
参加高中计算机科学课程的学生人数正在增加。这些学生越来越多地使用图形化的、基于块的编程环境来学习，以取代或先于传统的基于文本的编程语言。尽管它们在正式环境中的使用越来越多，但在高中课堂上使用基于块的编程环境的影响方面，经验性工作相对较少。在这篇文章中，我们提出了一个为期5周的准实验研究的结果比较同构的基于块和基于文本的编程环境中的高中编程入门课。这项研究的结果表明，学生在这两种条件下提高了他们的成绩之间的前和后评估;然而，学生在块条件下表现出更大的学习收益和更高的兴趣水平，在未来的计算课程。文本条件下的学生认为他们的编程经验与专业程序员的工作更相似，并且在提高编程能力方面更有效。在两种情况下，学生的自信心和快乐感没有差异。讨论了这些发现对教学法和设计的影响，并沿着提出了未来工作的方向。
The number of students taking high school computer science classes is growing. Increasingly, these students are learning with graphical, block-based programming environments either in place of or prior to traditional text-based programming languages. Despite their growing use in formal settings, relatively little empirical work has been done to understand the impacts of using block-based programming environments in high school classrooms. In this article, we present the results of a 5-week, quasi-experimental study comparing isomorphic block-based and text-based programming environments in an introductory high school programming class. The findings from this study show students in both conditions improved their scores between pre- and postassessments; however, students in the blocks condition showed greater learning gains and a higher level of interest in future computing courses. Students in the text condition viewed their programming experience as more similar to what professional programmers do and as more effective at improving their programming ability. No difference was found between students in the two conditions with respect to confidence or enjoyment. The implications of these findings with respect to pedagogy and design are discussed, along with directions for future work.