小学儿童编程概念的具体表达研究

Q1 Social Sciences
Abrar Almjally , Kate Howland , Judith Good , Benedict du Boulay
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引用次数: 0

摘要

事实证明,对儿童手势的研究有助于理解数学等科目的学习和概念发展,但尚未在计算机教育中进行。本文分析了儿童描述编程概念的方式以及他们自发的共语手势的使用。我们在两个不同的时间对沙特阿拉伯的45名小学生(6至7岁)进行了两次采访(一次是在节目活动后直接采访,另一次是大约两周后采访)。当被要求解释两个编程概念:程序和迭代时,我们分析了他们的回答。使用隐喻手势的参与者在解释中借鉴了两个总体的隐含隐喻,即(i)将结构计算为物理对象(ii)将过程计算为沿路径的运动。当参照时间顺序时,参与者沿着三个基于身体的轴(纵向、横向和正面)中的一个移动他们的手。这些发现与之前在大学计算学生手势方面的研究结果大致一致。然而,我们的研究还表明,第一语言为从右到左语言(即阿拉伯语)的儿童学习者所使用的手势与第一语言为左到右语言(如英语)的成人学习者使用的手势相比具有方向性差异。这项工作是理解幼儿在介绍性编程活动后对编程概念的具体描述,以及手势在支持他们学习中的潜在作用的第一步。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Investigating primary school children’s embodied expression of programming concepts

The study of children’s gestures has proved useful in understanding learning and conceptual development in subjects such as mathematics but has not yet been carried out in computing education. This paper presents an analysis of the way in which children describe programming concepts and their use of spontaneous co-speech gestures. We conducted two interviews at two different times (one directly after a programming activity, and one approximately two weeks later) with 45 primary school students in Saudi Arabia (aged 6 to 7). We analysed their responses when asked to explain two programming concepts: program and iteration. Participants using metaphorical gestures drew upon two overarching embodied metaphors in their explanations, namely (i) computing constructs as physical objects (ii) computing processes as a motion along the path. Participants moved their hands along one of three body-based axes (longitudinal, transverse, and frontal) when referring to chronological sequences. These findings were broadly in keeping with those found in previous work on University computing students’ gestures. However, our study also showed that gestures used by child learners whose first language is a right-to-left language (i.e., Arabic) had directional differences compared to the gestures used by adult learners whose first language is a left-to-right language (e.g., English). This work is the first step towards understanding young children’s embodied descriptions of programming concepts following introductory programming activities, and the potential role of gestures in supporting their learning.

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来源期刊
CiteScore
7.20
自引率
0.00%
发文量
73
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