Scratch Microworlds: Designing Project-Based Introductions to Coding
Scratch Microworlds: Designing Project-Based Introductions to Coding
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Scratch Microworlds：设计基于项目的编码简介
DOI：
10.1145/3159450.3159559
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
N. Rusk
中科院分区：
文献类型：
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作者：
M. Tsur;N. Rusk
在这篇文章中，我们介绍了我们开发称为Scratch Microworld的介绍性编码环境的经验。这些交互环境使学习者能够通过创建项目而不是解决谜题来开始编码。这些微型世界的主要教育目标是让学习者(8至14岁)参与进来，否则他们可能不会被编程吸引。MicroWorld是临时编码环境的简化版本，包含一小组块，旨在鼓励探索和实验。它们也是以兴趣为基础的，因此学习者可以选择从事对他们有激励作用的主题(如舞蹈、音乐或足球)。我们提出了三个主要的设计原则和相关的挑战，我们通过开发Scratch MicroWorld的迭代过程来解决：(1)如何在支持创造力的同时简化初始体验，(2)如何在保持学习者代理的同时提供脚手架，以及(3)如何提供激发而不是限制想象力的起点。我们与孩子和教育工作者分享研讨会的观察和反馈，这为我们的迭代设计过程提供了信息。最后，我们考虑下一步，提供更多的编码切入点，支持儿童成为创造性的思考者。
In this paper, we present our experience developing introductory coding environments called Scratch Microworlds. These interactive environments enable learners to get started with coding by creating projects, rather than solving puzzles. The primary educational goal of these microworlds is to engage learners (ages 8 to 14) who otherwise may not be drawn to coding. The microworlds are simplified versions of the Scratch coding environment that contain a small set of blocks and are designed to encourage exploration and experimentation. They are also interest-based, so learners can choose to work on a topic that is motivating to them (such as dance, music, or soccer). We present three main design principles and related challenges that we addressed through the iterative process of developing Scratch Microworlds: (1) how to simplify initial experiences while still supporting creativity, (2) how to provide scaffolding while maintaining learners' agency, and (3) how to provide starting points that spark rather than limit the imagination. We share observations and feedback from workshops with children and educators, which informed our iterative design process. We conclude by considering next steps for providing more entry points into coding that support children as creative thinkers.