Comparing loops misconceptions in block-based and text-based programming languages at the K-12 level
Comparing loops misconceptions in block-based and text-based programming languages at the K-12 level
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DOI：
10.1007/s10639-017-9673-3
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发表时间：
2018-07-01
影响因子：
5.5
通讯作者：
Zanko, Zana
中科院分区：
文献类型：
--
作者：
Mladenovic, Monika;Boljat, Ivica;Zanko, Zana
新手程序员在学习编程时面临许多困难。大多数关于编程误解的研究都是在本科阶段进行的，然而在小学（K-12）阶段缺乏研究，合理的原因是计算机科学和编程通常仍然不是小学课程的一部分。小学阶段对循环的误解是否与本科阶段相同？我们能否通过使用不同的教学方法、可视化编程语言和将编程环境转向游戏编程来“防止”这些误解？在本文中，我们试图回答这些问题。我们对一个基本的编程概念——循环——进行了学生误解研究。本研究以207名小学生为对象，在课堂环境下进行。学生们正在学习用三种编程语言编程：Scratch、Logo和Python。在本文中，我们介绍了这项研究的结果。
Novice programmers are facing many difficulties while learning to program. Most studies about misconceptions in programming are conducted at the undergraduate level, yet there is a lack of studies at the elementary school (K-12) level, reasonably because computer science neither programming are regularly still not the part of elementary school curricula's. Are the misconceptions about loops at elementary school level equal to those at the undergraduate level? Can we "prevent" the misconceptions by using the different pedagogical approach, visual programming language and shifting the programming context toward game programming? In this paper, we tried to answer these questions. We conducted the student misconceptions research on one of the fundamental programming concepts - the loop. The research is conducted in the classroom settings among 207 elementary school students. Students were learning to program in three programming languages: Scratch, Logo and Python. In this paper, we present the results of this research.