Scaffolded Block-based Instructional Tool for Linear Data Structures: A Constructivist Design to Ease Data Structures’ Understanding

Abstract

Data Structures courses commonly introduce topics involving high levels of abstraction and complexity, requiring significant effort from instructors and apprentices to achieve positive outcomes from the teaching-learning process. Despite the multiple studies that have occurred within the Computer Science Education (CSE) community to understand the experiences novice programmers may have when learning how to program, there is still a lack of exploration and research on understanding these experiences in scenarios different from first-year Computer Science (CS) courses. Looking further from CS introductory courses, this paper presents the results of a pilot study that evaluated the interaction of a group of CS Colombian students with DStBlocks, which is a scaffolded block-based instructional technology, designed and developed to ease linear data structures understanding. The findings and results of this pilot study are favorable, corresponding to tests centered on user experience and learning impact.

Integrating Data Structures and Algorithms in K-12 Education using Block-based Programming

“…Topics such as data structures require a high level of abstraction. Research suggests that scaffolded learning tools are necessary [31], [32]. One of the main advantages of scaffolded instruction is that it fosters an environment of supportive learning.…”

“…Environments such as Scratch foster Scaffolded learning opportunities for students. DStBlocks [31] is an example of a scaffolded visualization tool that extends Blockly to simulate advanced data structures.…”

Problem-based learning supported by arguments scaffolding that affect critical thinking teacher candidates

“…According to the opinion (McCosker & Diezmann, 2009) which states that scaffolding can improve critical thinking skills, creative thinking, actively participate in problem-solving, increase self-confidence, and increase students' freedom of opinion in learning mathematics. Giving scaffolding can increase learning motivation and reduce the level of difficulty of students in solving problems (Almanza-cortés et al, 2019;Khodeir et al, 2018;Vonna et al, 2015). Social interaction between students and social interaction between students and teachers will increase after being given scaffolding treatment (Abdurrahman et al, 2018;van de Pol et al, 2015).…”