K-5 Teachers' Uses of Levels of Abstraction Focusing on Design
K-5 Teachers' Uses of Levels of Abstraction Focusing on Design
复制标题
K-5 教师对抽象层次的使用侧重于设计
DOI：
10.1145/3137065.3137068
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发表时间：
2017
期刊：
影响因子：
--
通讯作者：
Sue Sentance
中科院分区：
文献类型：
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作者：
Jane Waite;P. Curzon;W. Marsh;Sue Sentance
最近针对中学生和大学生的研究强调了有助于编程成功的两个因素：1）了解您正在工作的抽象级别，2）能够在级别之间移动。在这项定性研究中，我们与五位 K-5 教师探讨了抽象层次，特别是设计层次。在此，我们概述了 11 项主要发现。受访教师使用设计级别进行编程和写作。然而，两位专家计算机教师对设计水平的使用机会有更深入的了解，支持学生了解他们正在工作的水平，并通过以新颖的方式使用设计来帮助他们在抽象水平之间移动。需要进一步的工作来调查我们的结果是否具有普遍意义。有必要进一步探索抽象层次，特别是设计层次如何帮助 K-5 学习者学习编程，就像规划支持新手学习写作一样。
Recent research with middle school and university students highlights two factors that contribute to programming success: 1) understanding the level of abstraction that you are working at, and 2) being able to move between levels. In this qualitative study we explored levels of abstraction, and particularly the design level, with five K-5 teachers. Here we outline 11 main findings. The teachers interviewed use the design level for both programming and writing. However, the two expert computing teachers have a far greater depth of understanding of the opportunities for the use of the design level, supporting pupils to understand the level they are working at and helping them move between levels of abstraction by using designs in novel ways. Further work is needed to investigate whether our results are generalisable. Further exploration of levels of abstraction and particularly how the design level helps K-5 learners learn to program, in the same way that planning supports novices learning to write, is warranted.