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Parallel Instruction of Text-based and Block-based Programming: On Novice Programmers’ Computational Thinking Practices

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Argitaratua izan da:TechTrends vol. 68, no. 6 (Nov 2024), p. 1033
Egile nagusia: Jeon, Minji
Beste egile batzuk: Kwon, Kyungbin
Argitaratua:
Springer Nature B.V.
Gaiak:
Programming
Synergistic effect
Python
Message passing
Programming environments
Software
Students
Problem solving
Teaching
Java
Computer science
Curricula
Science education
Instructional design
School environment
Learning
Teachers
Influence of Technology
Adult Learning
Educational Methods
Teaching Methods
Cognitive Processes
Computer Science Education
Syntax
Novices
Programming Languages
Science Instruction
Elementary Secondary Education
Outreach Programs
Educational Environment
Learner Engagement
Educational Facilities Improvement
Educational Strategies
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Laburpena:This study investigated the computational thinking (CT) practices of eight pre-service teachers through their Scratch and Python programs. Conducted within an undergraduate-level computer science education course, students learned CT concepts via parallel instruction in block-based programming (Scratch) and text-based programming (Python). The research focused on the synergistic effects of this parallel instruction, investigating how novices’ CT practice evolved while encountering unique features of each environment. Findings indicated that students’ CT practices in one programming environment positively influenced their practices in the other, particularly where syntactic similarities existed. Overall, their strategies for controlling program flow progressed from time-based controls to message-passing controls, and finally to condition-based controls. However, the students demonstrated a lack of abstracting and modularizing skills in their computational problem-solving across both programming environments.
ISSN:8756-3894
1559-7075
0196-6979
0191-3417
0004-7635
DOI:10.1007/s11528-024-00993-8
Baliabidea:Science Database