Parallel Instruction of Text-based and Block-based Programming: On Novice Programmers’ Computational Thinking Practices
I tiakina i:
| I whakaputaina i: | TechTrends vol. 68, no. 6 (Nov 2024), p. 1033 |
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| Kaituhi matua: | |
| Ētahi atu kaituhi: | |
| I whakaputaina: |
Springer Nature B.V.
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| Ngā marau: | |
| Urunga tuihono: | Citation/Abstract Full Text - PDF |
| Ngā Tūtohu: |
Kāore He Tūtohu, Me noho koe te mea tuatahi ki te tūtohu i tēnei pūkete!
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| Whakarāpopotonga: | 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. |
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| ISSN: | 8756-3894 1559-7075 0196-6979 0191-3417 0004-7635 |
| DOI: | 10.1007/s11528-024-00993-8 |
| Puna: | Science Database |