Scratch: Applications in Computer Science 1

Kereki, Inés Friss de

doi:10.1109/fie.2008.4720267

Cited by 20 publications

(17 citation statements)

References 21 publications

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“…In the second semester of 2007, Kereki at ORT Uruguay University initiated a study to determine the effect of using Scratch for three weeks in a CS1 course as the initial programming environment before transitioning into either Java or Visual Basic [9]. Although Kereki saw no significant differences in grades, she reports that students' description of their learning process and programming experiences differed between the target group, who programmed in Scratch first and then went on to use the main programming language of the course, and the control group, who did not program in Scratch.…”

Section: A Related Workmentioning

confidence: 99%

“…Although Kereki saw no significant differences in grades, she reports that students' description of their learning process and programming experiences differed between the target group, who programmed in Scratch first and then went on to use the main programming language of the course, and the control group, who did not program in Scratch. Those who started with Scratch used words such as "interesting" and "easy" to describe their learning process and programming experiences whereas the control group described them as "difficult" and "not easy" [9].…”

Section: A Related Workmentioning

confidence: 99%

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A Scratch-based CS0 course for at-risk computer science majors

Rizvi

Humphries

2012

2012 Frontiers in Education Conference Proceedings

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This paper presents the results of a CS0 course based on the Scratch programming language that was designed to improve the retention of at-risk computer science majors. At the authors' university, prior to the introduction of the CS0 course, students who selected the computer science major but entered the university with weak mathematics preparation from high school left the major at a high rate. The Scratch-based CS0 course was developed to keep the students who had a desire to major in computer science engaged in the department, as well as prepare them for success in future computer science courses. This paper discusses the formal study that was conducted on the CS0 course offerings in Fall 2009 and Fall 2010, which reached about 120 students total, and over 60 in the target group of freshman CS majors with low mathematics placement scores. The study examined the course's effectiveness at improving the retention, performance and attitudes of these at-risk majors.

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Section: A Related Workmentioning

confidence: 99%

Section: A Related Workmentioning

confidence: 99%

A Scratch-based CS0 course for at-risk computer science majors

Rizvi

Humphries

2012

2012 Frontiers in Education Conference Proceedings

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“…Das publicações encontradas deu-se preferência as que apresentavam alguma descrição sobre os desafios utilizados, resultado pautado em um experimento ou relato de experiência, desta forma foram analisados: Game2Learn [24]; Wu´s Castle [25]; Scratch [26,27,28]; Escracho [12].…”

Section: Trabalhos Relacionadosunclassified

Influência dos enunciados na resolução de problemas de programação introdutória

Raabe

Zanini

Santana

et al. 2016

RBIE

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Resumo O método de ensino mais utilizado, em disciplinas de programação introdutória, é a proposição de problemas em que apresenta-se um enunciado com um problema descrito e os estudantes elaboram um algoritmo para solucioná-lo. Muitas são as dificuldades apresentadas pelos estudantes, principalmente relacionadas à compreensão e interpretação do enunciado. Esta pesquisa analisou os enunciados apresentados nos livros didáticos mais frequentemente adotados em universidades brasileiras, e constatou que geralmente são objetivos, sem indícios do processo de resolução, sem exemplificação e com um contexto predominantemente matemático. Nesse cenário formulou-se a questão de pesquisa: a estrutura e/ou o contexto de um enunciado podem influenciar o desempenho dos alunos, de programação introdutória na resolução de problemas? A estrutura está relacionada aos elementos que constam no enunciado para auxiliar o estudante a compreendê-lo tais como exemplos, casos de testes ou indícios da solução. O contexto se refere ao tema/enredo da questão. Partiu-se da crença de que em contextos que o estudante possui maior familiaridade, como jogos, compreenderá melhor os problemas e poderá ter melhor desempenho. Para responder esta questão realizou-se uma pesquisa experimental para avaliar a influência dos enunciados no desempenho dos estudantes ao resolverem problemas de programação introdutória. Foram propostos problemas usando dois contextos: matemático e jogos e dois tipos de estrutura: estruturado e não estruturado formando assim quatro grupos de tratamento. No experimento participaram 246 estudantes de oito turmas de seis instituições de ensino superior de três diferentes estados de diferentes regiões geográficas do Brasil. Os resultados apontaram que os estudantes tiveram melhor desempenho quando os enunciados são estruturados e que este é acentuado quando o contexto é matemático. Não foi encontrada nenhuma evidência de que a utilização do contexto de jogos nos enunciados favoreceu o desempenho. O pior desempenho ocorreu o grupo de questões do contexto matemático não estruturado, justamente o modelo de enunciado mais frequentemente encontrado nos livros didáticos, o que leva a conclusão de que é necessário repensar a forma de apresentar os problemas aos estudantes de programação introdutória. Abstract Most used teaching method in Introductory Programing is the proposition of problems, in which is presented the enunciation with a described problem and, from it is elaborated an algorithm to solve it. There are several difficulties presented, mainly related to the comprehension and interpretation of the enunciation. Analyzing the enunciations presented in textbooks used in Brazil, it

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“…Several methods have been suggested to teach programming to young learners using either library based or visual methods [3]. In order to provide a unified, consistent, and easily understood programming interface to represent the states of the experimental activity, this paper outlines the requirements of a programming language and supporting technical tools for a P2P RAL environment and evaluates the feasibility of using a graphical languages as the Integrated Development Environment (IDE) to create a Human-Machine interface for experiments.…”

Section: Introductionmentioning

confidence: 99%

“…Other than entertainment, games have also been used to create environments for the students (players) to acquire knowledge and skills [3]. Gamification of learning environments can take many forms.…”

Section: Introductionmentioning

confidence: 99%

Joining the game and the experiment in peer-to-peer remote laboratories for STEM education

Maiti

Maxwell

Kist

et al. 2015

2015 3rd Experiment International Conference (exp.at'15)

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Abstract-Remote Access Laboratories (RAL) provide access to experimental setups from remote locations. These experimental setups are composed of controller units programmed to gather data and interact with user inputs. A distributed version of RAL can be maker oriented i.e. the experiment rigs are designed by individuals and shared among each other. This paper presents the programming aspects and activity user interface (UI) design and organization of experiments in a distributed RAL aims at STEM education. The user interface must be interactive to increase engagement and motivation for the user. Being designed for school students, the environment to create the control logic of a rig created by the student needs to be on a homogenous platform. The programming language has to be easy to understand and use. Characteristics and requirements of a graphical programming language SNAP, which is modified and used as the programming platform for RAL, is studied in this paper.

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Scratch: Applications in Computer Science 1

Cited by 20 publications

References 21 publications

A Scratch-based CS0 course for at-risk computer science majors

A Scratch-based CS0 course for at-risk computer science majors

Influência dos enunciados na resolução de problemas de programação introdutória

Joining the game and the experiment in peer-to-peer remote laboratories for STEM education

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