From Blocks to Text: Bridging Programming Misconceptions

IF 4 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Educational Computing Research Pub Date : 2024-04-02 DOI:10.1177/07356331241240047

Monika Mladenović, Žana Žanko, Goran Zaharija

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引用次数: 0

Abstract

The use of a pedagogical approach mediated transfer with the bridging method has been successful in facilitating the transitions from block-based to text-based programming languages. Nevertheless, there is a lack of research addressing the impact of this transfer on programming misconceptions during the transition. The way programming concepts are taught to K-12 learners can later result in misconceptions for adult learners. The main objective was to examine the impact of mediated transfer using the bridging method pedagogical approach on the prevalence of programming misconceptions. We conducted a quasi-experimental study in school settings during informatics (computer science) classes among 163 sixth-grade students. The control group received traditional programming lectures using the text-based programming language, Python. Conversely, the experimental group utilized a mediated transfer pedagogical approach by starting with the block-based programming language MakeCode for micro:bit before transitioning to the text-based Python. Our findings indicate that the experimental group significantly reduced programming misconceptions in fundamental programming concepts: variables, sequencing, selection, and loops - compared to the control group. This suggests that the use of block-based programming language as an initial step in programming education, followed by a structured transition to text-based programming language, can effectively mitigate common misconceptions among K-12 learners.

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从方块到文字消除编程误解

以桥接法为中介的教学方法在促进从基于块的编程语言向基于文本的编程语言过渡方面取得了成功。然而，目前还缺乏研究来探讨这种过渡对编程误解的影响。向 K-12 阶段学习者传授编程概念的方式可能会在日后导致成年学习者产生误解。我们的主要目的是研究使用桥接法教学法的中介转移对编程误解的影响。我们在学校的信息学（计算机科学）课程中对 163 名六年级学生进行了一项准实验研究。对照组使用基于文本的编程语言 Python，接受传统的编程讲座。与此相反，实验组采用了中介转移教学法，在过渡到基于文本的 Python 之前，先从基于块的编程语言 MakeCode for micro:bit 开始。我们的研究结果表明，与对照组相比，实验组大大减少了对基本编程概念的编程误解：变量、排序、选择和循环。这表明，在编程教育的初始阶段使用基于块的编程语言，然后有计划地过渡到基于文本的编程语言，可以有效地减少 K-12 学习者的常见误解。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Educational Computing Research EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

11.90

自引率

6.20%

发文量

期刊介绍： The goal of this Journal is to provide an international scholarly publication forum for peer-reviewed interdisciplinary research into the applications, effects, and implications of computer-based education. The Journal features articles useful for practitioners and theorists alike. The terms "education" and "computing" are viewed broadly. “Education” refers to the use of computer-based technologies at all levels of the formal education system, business and industry, home-schooling, lifelong learning, and unintentional learning environments. “Computing” refers to all forms of computer applications and innovations - both hardware and software. For example, this could range from mobile and ubiquitous computing to immersive 3D simulations and games to computing-enhanced virtual learning environments.