Abstracting and decomposing in a visual programming environment

Sjödahl, Anna; Eckert, Andreas

doi:10.1016/j.ijcci.2023.100573

Cited by 1 publication

(1 citation statement)

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“…Central to this form of problem-solving is decomposing problems into smaller, more manageable problems by identifying what is important and what is not (Wing, 2006). These two processes are in CT connected in an iterative pattern (Sjödahl & Eckert, 2023) that creates multiple programming problems for students to solve. This iterative pattern, together with continuously having to nd and correct errors in one's code, requires perseverance from the learner as an important disposition (Pérez, 2018).…”

Section: Introductionmentioning

confidence: 99%

Developing computational thinking with social robots in linguistically heterogeneous classrooms – The case of Misty

Eckert,

Juvonen

2024

Preprint

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There is a growing body of knowledge on coding and computational thinking for young students in mathematics education and several attempts to lower the threshold for learning programming and programming languages have been reported. This study focuses on the challenges of teaching programming in a linguistically heterogeneous classroom by pursuing the research question How do multilingual students enact affordances of social robots while engaged in exploratory programming tasks? Grade 6 students (10-year old) worked in pairs or groups of three with programming challenges with the social robot Misty and its visual programming environment. The analysis reveals how students stay engaged in exploration for extended periods when language affordances are enacted. The combination of Misty’s physical presence and the visual programming environment creates opportunities for developing computational thinking. However, elements of the design of the tasks and limited language affordances also lead to frustration and/or disappointment amongst the students. There is potential in the use of social robots for teaching programming in linguistically heterogeneous classrooms, but implementation requires well researched design principles for tasks and a programming environment that allows for translanguaging pedagogy.

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Section: Introductionmentioning

confidence: 99%