Diagramming as a Strategy for Primary/Elementary-Age Program Comprehension
Diagramming as a Strategy for Primary/Elementary-Age Program Comprehension
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图表作为小学/小学生学习计划理解的策略
DOI：
10.1145/3372782.3407116
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发表时间：
2020
期刊：
影响因子：
--
通讯作者：
Jean Salac
中科院分区：
文献类型：
--
作者：
Jean Salac
在世界范围内，许多国家正在中小学实施计算机科学（CS）和计算思维（CT）教学。这种对年轻年龄段 CS/CT 教学的推动增加了对对广大学习者有效的教学实践（例如学习策略）的需求。然而，针对年轻学习者策略的研究相对较少，特别是与大学层面的策略相比。本研究旨在调查大学层面常用的一种做法，即制图，作为 4-8 年级（10-15 岁）学生的潜在策略。我们希望可以将图表添加到一套策略中，以支持年轻学习者的程序理解。
Worldwide, many countries are implementing Computer Science (CS) and Computational Thinking (CT) instruction at the primary and secondary school level. This push for CS/CT instruction in younger ages increases the need for pedagogical practices, such as learning strategies, that are effective for a wide array of learners. However, research into strategies for young learners is relatively sparse, especially compared with strategies at the university level. This study aims to investigate a commonly used practice at the university level, diagramming, as a potential strategy for students in grades 4-8 (ages 10-15). Our hope is that diagramming can be added to a suite of strategies to support program comprehension in younger learners.