Persistence of elementary programming skills

Bennedsen, Jens; Caspersen, Michael E.

doi:10.1080/08993408.2012.692911

Cited by 9 publications

(5 citation statements)

References 54 publications

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“…Focusing on syntax and errors could increase the cognitive load of novice learners. Students are frequently forgetting to write a semicolon or a parentheses and stuck in the same place without knowing what to do (Bennedsen & Caspersen, 2012). Spohrer (1989) also suggest use of visual programming especially for the novices (cited in Robins et al, 2003).…”

Section: Introductionmentioning

confidence: 99%

Comparing Three Free to Use Visual Programming Environments for Novice Programmers

Kaya

Yıldız

2019

Kastamonu Eğitim Dergisi

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Bu çalışma popüler ücretsiz üç görsel programlama ortamının incelenmesini ve karşılaştırmasını hedeflemektedir. Bahsedilen üç farklı ortamı diğer ücretsiz ortamlar arasından seçerken ücretsiz, popüler, ve üretken olması ölçütleri dikkate alınmıştır. Birçok ortam incelendikten sonra MIT App Inventor, Scratch ve Microsoft Kodu Game Lab seçilmiştir. App Inventor ve Scratch ücretsiz ve açık kaynak kodlu ortamlarken, Microsoft Kodu sadece ücretsizdir. Seçilen üç ortam kullanılarak ve incelenerek araştırılmış, ayrıca araştırma alanyazın taraması ile desteklenmiştir. Bu çalışmanın sonuçlarının öğretmen, eğitmen ve öğrencilerin ihtiyaçlarına uygun bir görsel programlama ortamı seçmede yardımcı olabileceği düşünülmektedir. Ortamların incelenmesi, Kodu'nun ilkokul düzeyindeki öğrenciler için daha uygun olduğu sonucunu ortaya koyarken, Scratch'in hedef kitlesinin benzer fakat daha üst yaş kitlesini de içerdiğini göstermiştir. Bu ikisi arasındaki diğer bir fark Kodu'nun tek ürünü 3 boyutlu oyunlarken, Scratch 2 boyutlu oyun ve animasyonlar üretebilmektedir. App Inventor ise ortaokul ve daha üst yaş kitlesini hedeflemekte ve App Inventor'da Android işletim sistemi için mobil uygulamalar geliştirilebilmektedir. Scratch ve App Inventor aynı blok tabanlı kütüphaneyi kullanmakta ve bu ikisi değişkenler, koşullu ifadeler, ve döngüler gibi temel programlama kavramlarını öğretmeye daha uygun bulunmuştur. Seçilen üç ortamın kendilerine özel avantajları ve kendi hedef kitlelerine yönelik özellikleri olduğu görülmüştür. Bu çalışma seçilen ortamların önemli farklılıkları ve özelliklerini araştırmıştır.

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Section: Introductionmentioning

confidence: 99%

Comparing Three Free to Use Visual Programming Environments for Novice Programmers

Kaya

Yıldız

2019

Kastamonu Eğitim Dergisi

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“…Thus, incorrect concepts should never be constructed, especially in introductory level courses [22]. Furthermore, [38] showed that syntactical issues generally hinder immediate programming productivity in Pro3. The learning structure derived from Cluster C via typical routes of learning computer programming can have variants applicable to other disciplines, such as mathematics.…”

Section: Figure 1 Study Times Clustered By Medium and Large Strengthmentioning

confidence: 99%

Learning Programming: A Model Emerging from Data

Hawi¹

2014

IJCA

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Learning computer programming is a prominent issue in the fields of computer science and education. This paper is an attempt to address this issue by investigating the experiences of undergraduate university students who studied computer programming. A total of 260 computer science and engineering students (210 males and 50 females) were recruited from three geographically distant campuses. They were surveyed with a questionnaire that exhibited good internal reliability. Eventually, a learning model emerged from the data. It consisted of three independent structures that included most of the study times under focus. The study times creatively and dynamically interact stimulated by learning needs and sustained by learning passion. In addition, while some indices of confirmatory factor analysis indicated that the learning model is an adequate fit, others suggested that it needs improvement, which should be considered by future research.

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“…While knowledge about the principles and functionality of software is needed to teach informatics, it is difficult for teachers to know all the specific features of the software tools that they use in classroom settings, because software is continually being developed and improved. Programming is still considered as a challenging task (Bennedsen, & Caspersen, 2012). Very often students lack deep level learning skills and problem-solving skills.…”

Section: Introductionmentioning

confidence: 99%

Exploring the Effect of Teaching Methods on Students’ Learning of School Informatics

Hadjerrouit

2015

InSITE Conference

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School informatics is a relatively new subject in comparison with mathematics. As a result, there is much less research in informatics education. Likewise, there is lack of theoretical grounding of didactics of informatics in general and school informatics in particular. The lack of research in the field of school informatics makes it difficult to identify which methods are effective to teach the subject. In addition, despite the emphasis on a set of well-defined topics, the New National Curriculum in Norway makes few suggestions as to which didactical skills teachers need to acquire in order to teach informatics-related subjects. In fact, school informatics is still in its infancy. It lacks an extensive research base of materials that can be used to achieve educational goals and learning outcomes. The main research objective of this work is to investigate the effectiveness of teaching methods and their impact on learning school informatics.

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Persistence of elementary programming skills

Cited by 9 publications

References 54 publications

Comparing Three Free to Use Visual Programming Environments for Novice Programmers

Comparing Three Free to Use Visual Programming Environments for Novice Programmers

Learning Programming: A Model Emerging from Data

Exploring the Effect of Teaching Methods on Students’ Learning of School Informatics

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