南非夸祖鲁-纳塔尔中学生对Scratch编程的认知

M. Marimuthu, P. Govender
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引用次数: 5

摘要

Scratch编程的设计目的是帮助学生发展逻辑思维技能,提高解决问题的能力,而不会受到Java等更高级编程语言的技术干扰。这项研究以技术接受模型(TAM)为指导,重点探讨了感知有用性、感知易用性、使用态度和使用Scratch编程语言的行为意图之间的联系,目的是确定两所高中10年级和11年级的南非学生对Scratch程序设计的看法。结果表明,除其他外,10年级的学生认为Scratch易于使用和有用,11年级的学生发现它易于使用,但仅在学习入门编程概念时有用。这些和其他发现表明,虽然Scratch有助于学生理解逻辑和解决问题,但它并不能充分帮助他们为使用Java等高级编程语言做好准备。文章最后向南非教育政策制定者提出了建议,包括在Scratch和Java之间引入桥接编程语言,以及更早引入Scratch
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Perceptions of Scratch Programming among Secondary School Students in KwaZulu-Natal, South Africa
Scratch programming was designed with the aim of helping students to develop their logical thinking skills as well as enhancing their problem-solving capabilities, without having the technical distractions associated with more advanced programming languages such as Java. This study, guided by the technology acceptance model (TAM), focused on exploring the associations between perceived usefulness, perceived ease of use, attitude towards use, and behavioural intention to use the Scratch programming language, with the aim of identifying how Scratch programming was perceived by a group of South African students in Grades 10 and 11 at two high schools. Results indicated, among other things, that Grade 10 students perceived Scratch to be easy to use and useful, and Grade 11 students found it to be easy to use but useful only in learning introductory programming concepts. These and other findings suggest that while Scratch helps students understand logic and problem-solving, it does not assist sufficiently in preparing them for using a higher-level programming language such as Java. The article concludes with recommendations for South African education policymakers, including proposals that a bridging programming language be introduced between Scratch and Java, and that Scratch be introduced much earlier
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