使用交换评估比较基于块和基于文本的程序中的概念理解

David Weintrop, U. Wilensky
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引用次数: 179

摘要

基于块的编程环境在编程入门课程中变得越来越普遍,但是到目前为止,很少有人做比较工作来了解这种方法是否以及如何影响学生对基本编程概念的理解。为了理解像Scratch和Blockly这样的工具在概念理解方面与更传统的基于文本的介绍性编程语言有何不同,我们开发了一套“交换性”评估。评估中的每个选择题都包括一个简短的程序,可以以块为基础或以文本为基础的形式显示。每个问题的潜在答案集包括正确答案以及根据先前对新手编程误解的研究得出的选择。本文介绍了交换性评估,讨论了交换性评估的理论和实践动机,并介绍了使用交换性评估的研究结果。这项研究让90名高中生在编程入门课程的前十周的三个时间点接受评估,在三次评估的过程中,每个问题的形式(模块与文本)交替进行。我们的分析揭示了基于块的问题和基于文本的问题在表现上的差异,以及基于情态的误解频率的差异。未来的工作,潜在的影响,以及这些发现的局限性也进行了讨论。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Using Commutative Assessments to Compare Conceptual Understanding in Blocks-based and Text-based Programs
Blocks-based programming environments are becoming increasingly common in introductory programming courses, but to date, little comparative work has been done to understand if and how this approach affects students' emerging understanding of fundamental programming concepts. In an effort to understand how tools like Scratch and Blockly differ from more conventional text-based introductory programming languages with respect to conceptual understanding, we developed a set of "commutative" assessments. Each multiple-choice question on the assessment includes a short program that can be displayed in either a blocks- based or text-based form. The set of potential answers for each question includes the correct answer along with choices informed by prior research on novice programming misconceptions. In this paper we introduce the Commutative Assessment, discuss the theoretical and practical motivations for the assessment, and present findings from a study that used the assessment. The study had 90 high school students take the assessment at three points over the course of the first ten weeks of an introduction to programming course, alternating the modality (blocks vs. text) for each question over the course of the three administrations of the assessment. Our analysis reveals differences on performance between blocks-based and text-based questions as well as differences in the frequency of misconceptions based on the modality. Future work, potential implications, and limitations of these findings are also discussed.
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