How programming environment shapes perception, learning and goals: logo vs. scratch
How programming environment shapes perception, learning and goals: logo vs. scratch
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编程环境如何塑造感知、学习和目标：徽标与划痕
DOI：
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发表时间：
2010
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影响因子：
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通讯作者：
Colleen M. Lewis
中科院分区：
文献类型：
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作者：
Colleen M. Lewis
本研究比较了六年级学生的态度和学习成果，无论是标志或划痕编程。鉴于视觉编程语言Scratch的提议启示，我假设那些学习Scratch的学生将在解释循环和条件语句方面表现出更强的能力，并对编程持更积极的态度。然而，两组学生之间的表现差异只表现在学习Scratch的学生解释条件语句的能力更强。与我们的假设相反，我们发现学习Logo的学生平均对自己的编程能力有更高的信心，并且学生不太可能计划在课程结束后继续编程，或者认为如果他们学习Logo或Scratch，主题的学习会很困难。
This study compares the attitudinal and learning outcomes of sixth grade students programming in either Logo or Scratch. Given proposed affordances of the visual programming language, Scratch, I hypothesized that those students learning Scratch would demonstrate greater competence in interpreting loops and conditional statements and would have more positive attitudes towards programming. However, differences in performance between the two groups appeared only in the greater ability of the students that learned Scratch to interpret conditional statements. Contrary to our hypothesis, we found that students that learned Logo had on average higher confidence in their ability to program and students were no more likely to plan to continue to program after the course or view the learning of topics as difficult if they learned Logo or Scratch.