Introducing Scratch as the Fundamental to Study App Inventor Programming

Chiu, Chiung-Fang

doi:10.1109/latice.2015.52

Cited by 3 publications

(4 citation statements)

References 7 publications

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“…Therefore we need to teach students a programming language by an integrated development environment intended for the development of programs, as well as the development process. Many experimental studies have been conducted to teach students the programming skills in the literature (Eben B. Witherspoon et al, 2018;Chang, 2014;Crescenzi et al, 2012;Marcos Roman-Gonzalez, 2017;Velasquez et al 2014) and also have developed the achievement tests to explain the relationship between the experimental and control groups (Chiu, 2015;Demir, 2015;Gulmez, 2009;Kalelioglu, 2015;Lye ve Koh, 2015;Tekerek and Altan 2014;Vobornik, 2011;Yilmaz, 2012;Yiğit, 2016). Because to have the knowledge about the individuals' factors of success of, and to make the measurements about their cognitive processes will be a clue in the organization of teaching (Mazman, 2013).…”

Section: Discussionmentioning

confidence: 99%

“…------------ Araştırmalara göre programlama becerileri öğrencilerin uygulama yapmasını sağlayacak yardımcı materyal kullanarak ve deneyimlerle kazandırılabilmektedir (Arabacıoğlu, Bülbül ve Filiz, 2007;Gültekin, 2006;Traynor ve Gibson, 2004). Alanyazında geleneksel öğretim metotlarının dışına çıkarak öğrencilere programlama becerisi kazandırmak için çeşitli deneysel çalışmalar yapılmış (Chang, 2014;Crescenzi ve diğerleri, 2012; Roman-Gonzalez ve diğerleri, 2017; Witherspoon ve diğerleri, 2018; Velasquez ve diğerleri, 2014) ve deney-kontrol grupları arasındaki ilişkiyi açıklamak için de başarı testleri geliştirilmiştir (Chiu, 2015;Demir,2015;Gülmez, 2009;Lye ve Koh, 2015;Kalelioğlu, 2015;Tekerek ve Altan 2014;Vobornik, 2011;Yılmaz,2012;Yiğit,2016). Çünkü bireylerin başarı etkenleri hakkında bilgi sahibi olunmasıyla ve bilişsel süreçlerine ilişkin yapılan ölçümler bireylere verilecek öğretimin düzenlenmesinde de ipucu olacaktır (Mazman, 2013 (Saraç, 2018).…”

Section: Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitiunclassified

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Programlama Temelleri Dersine Yönelik Başarı Testi Geliştirme Çalışması

Altay

Kişla

2019

Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi

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The aim of this study is to develop a achievement test that will provide reliable and valid results for Vocational and Technical Education's Information Technologies Departure 10th Grade Programming Fundamentals course. For this purpose, firstly, Vocational and Technical Anatolian High School Information Technologies 10th Grade Programming Fundamentals course was taken into consideration, variables and constants, operators, decision structures and loops issues have been determined and after the validity of the test, a 36-question test was prepared. The test was applied to 145 students in the 11th grade of Vocational and Technical Anatolian High School Information Technologies Departure. As a result of item analysis, Programming Fundamentals Achievement Test consisting of 20 multiple choice questions was created. The average item difficulty of the test was found to be 0.53 and the mean item discrimination index was 0.66. The internal consistency value of the test obtained using KR-20 method was 0.88. As a result, a measurement tool has been developed that can be used both in the curriculum and in other scientific studies, in which teachers can use in the classroom assessments and obtain reliable and valid measurement results.

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Section: Discussionmentioning

confidence: 99%

Section: Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitiunclassified

Programlama Temelleri Dersine Yönelik Başarı Testi Geliştirme Çalışması

Altay

Kişla

2019

Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi

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“…To understand students' progress, evaluating an individual student's work is the most common practice currently. However, using assessment results to facilitate students' learning outcomes is a different and complex issue [12][13][14][15][16]. Peer assessment may be one of the solutions.…”

Section: Information Education and Learning Assessment Developmentmentioning

confidence: 99%

Learning Programming Language in Higher Education for Sustainable Development: Point-Earning Bidding Method

et al. 2020

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Promoting learning passion for students in higher education is a vital and challenging issue. Due to the swift changes in society and technology development, many convenient and interesting technologies increasingly interfere with students’ learning performances and reduce students’ motivation for attending classes. For example, mobile games and social networking have led students to lose their passion for learning. MAPS (Mind Mapping, Asking Questions, Presentation, Scaffolding Instruction) is a flipped teaching model which has been proved as an effective approach to increasing students’ reflective learning, allowing students to devote to self-learning and recovering their passion for learning. Thus, this study employed a MAPS teaching strategy that adopts a point-earning approach to encourage students to learn from peer feedback while the teacher can understand students’ learning from the process. When the class is over, students can exchange the points for other rewards through a bidding mechanism which encourages students to regain passion for learning. The concept of Scaffolding Instruction points out that allowing students to sense positive peer pressure, which is caused by their peers’ improvements, and the atmosphere where their peers are studying hard can enhance their learning motivation and reflection. The empirical results of this study found that peer assessment and feedback can improve the learning effectiveness of students with poor performance.

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“…Several studies have been conducted to address this issue. Some studies used a visual method like Scratch developed by MIT (Chiu, 2015;Maloney, Resnick, Rusk, Silverman, & Eastmond, 2010;Sáez-López, Román-González, & Vázquez-Cano, 2016). A different study used a text method such as C (Saito & Yamaura, 2013).…”

Section: Background Programming Learning For First Learnersmentioning

confidence: 99%

Comparison of Text-Based and Visual-Based Programming Input Methods for First-Time Learners

2017

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Aim/Purpose: When learning to program, both text-based and visual-based input methods are common. However, it is unclear which method is more appropriate for first-time learners (first learners). Background: The differences in the learning effect between text-based and visual-based input methods for first learners are compared the using a questionnaire and problems to assess first learners’ understanding of programming. In addition, we study the benefits and feasibility of both methods. Methodology: In this research, we used the sandbox game Minecraft and the extended function ComputerCraftEdu (CCEdu). CCEdu provides a Lua programming environments for the two (text and visual) methods inside Minecraft. We conducted a lecture course on both methods for first learners in Japan ranging in age from 6 to about 15 years old. The lecture taught the basics and concepts of programming. Furthermore, we implemented a questionnaire about the attitude of programming before and after the lecture. Contribution: This research is more than a comparison between the visual method and the text method. It compares visual input and text input methods in the same environment. It clearly shows the difference between the programming learning effects of visual input and text input for first learners. In addition, it shows the more suitable input method for introductory education of first learners in programming learning. Findings: The following results are revealed: (1) The visual input method induces a larger change in attitude toward programming; (2) The number of operations and input quantity influence both groups; (3) The overall results suggest that a visual input is advantageous in a programming implementation environment for first learners. Impact on Society: A visual input method is better suited for first learners as it improves the attitude toward programming. Future Research: In the future, we plan to collect and analyze additional data as well as elucidate the correlation between attitudes and understanding of programming.

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Introducing Scratch as the Fundamental to Study App Inventor Programming

Cited by 3 publications

References 7 publications

Programlama Temelleri Dersine Yönelik Başarı Testi Geliştirme Çalışması

Programlama Temelleri Dersine Yönelik Başarı Testi Geliştirme Çalışması

Learning Programming Language in Higher Education for Sustainable Development: Point-Earning Bidding Method

Comparison of Text-Based and Visual-Based Programming Input Methods for First-Time Learners

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