程序构建次数：评估编程任务难度的另一个标准？

IF 2.1 Q1 EDUCATION & EDUCATIONAL RESEARCH

Informatics in Education Pub Date : 2024-05-14 DOI:10.15388/infedu.2024.23

Václav Dobiáš, Václav Šimandl, Jiří Vaníček

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引用次数: 0

摘要

本文讨论了评估小学生编程任务难度的另一种方法，以确定其年龄是否合适。建立程序的形式是连续迭代。因此，可以监测解算器建立程序的次数。程序构建次数的方差可被视为任务难度的标准。我们试图验证在任务最适合的年龄组中，这种差异是否最大。我们创建了多个系列的编程任务，并提供给 87000 名四年级至十三年级的学生。对于每项任务，我们将根据程序构建数量方差法确定的最佳年龄组与根据正确答案比率法确定的年龄组进行了比较。在传统的微型世界 "机器人卡雷尔 "和 "乌龟 "中观察到了很强的相关性。在新的微型世界 "电影 "中，相关性适中。

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Number of program builds: Another criterium for assessing difficulty of a programming task?

The paper discusses an alternative method of assessing the difficulty of pupils’ programming tasks to determine their age appropriateness. Building a program takes the form of its successive iterations. Thus, it is possible to monitor the number of times such a program was built by the solver. The variance of the number of program builds can be considered as a criterion of the difficulty of the task. We seek to verify whether this variance is the greatest in the age group for which the task is most suitable. We created several series of programming tasks and offered them to 87000 pupils from 4th to 13th grade. For each task, we compared the optimal age group determined by the variance of the number of program builds method with the group determined by the correct answer ratio method. A strong correlation was observed in traditional microworlds Karel the Robot and Turtle. A moderate correlation was achieved in the new microworld Movie.

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来源期刊

Informatics in Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.10

自引率

3.70%

发文量

审稿时长

20 weeks

期刊介绍： INFORMATICS IN EDUCATION publishes original articles about theoretical, experimental and methodological studies in the fields of informatics (computer science) education and educational applications of information technology, ranging from primary to tertiary education. Multidisciplinary research studies that enhance our understanding of how theoretical and technological innovations translate into educational practice are most welcome. We are particularly interested in work at boundaries, both the boundaries of informatics and of education. The topics covered by INFORMATICS IN EDUCATION will range across diverse aspects of informatics (computer science) education research including: empirical studies, including composing different approaches to teach various subjects, studying availability of various concepts at a given age, measuring knowledge transfer and skills developed, addressing gender issues, etc. statistical research on big data related to informatics (computer science) activities including e.g. research on assessment, online teaching, competitions, etc. educational engineering focusing mainly on developing high quality original teaching sequences of different informatics (computer science) topics that offer new, successful ways for knowledge transfer and development of computational thinking machine learning of student''s behavior including the use of information technology to observe students in the learning process and discovering clusters of their working design and evaluation of educational tools that apply information technology in novel ways.