理解循环:初中学生的误解是什么?

IF 2.1 Q1 EDUCATION & EDUCATIONAL RESEARCH

Informatics in Education Pub Date : 2022-11-22 DOI:10.15388/infedu.2023.20

J. Vaníček, Václav Dobiáš, Václav Šimandl

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引用次数: 2

摘要

这篇文章描述了一项对12-13岁没有编程经验的学生进行的研究。这项研究调查了他们是如何学会使用固定次数重复的循环的。在一个基于块的可视化编程环境中，学生们被分配了一组编程任务来解决，没有任何准备或伴随的指导或解释。分析学生的节目，找出可能的误解和影响因素。在循环概念和重复命令的理解上发现了四个误解。其中一些误解被发现会对学生要求电脑检查他/她的程序的正确性产生影响。对任务所做的一些改变对这些误解的频率产生了影响，可能是影响这些误解的因素。教师和教材作者将能够使用我们的研究结果来创建一个合适的课程。这将使学生获得并随后处理可能妨碍正确理解所创造的概念的误解。

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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Understanding loops: What are the misconceptions of lower-secondary pupils?

The article describes a study carried out on pupils aged 12-13 with no prior programming experience. The study examined how they learn to use loops with a fixed number of repetitions. Pupils were given a set of programming tasks to solve, without any preparatory or accompanying instruction or explanation, in a block-based visual programming environment. Pupils’ programs were analyzed to identify possible misconceptions and factors influencing them. Four misconceptions involving comprehension of the loop concept and repeat command were detected. Some of these misconceptions were found to have an impact on a pupil’s need to ask the computer to check the correctness of his/her program. Some of the changes made to tasks had an impact on the frequency of these misconceptions and could be the factors influencing them. Teachers and course book writers will be able to use the results of our research to create an appropriate curriculum. This will enable pupils to acquire and subsequently deal with misconceptions that could prevent the correct understanding of created concepts.

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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.