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1.
ABSTRACT

Background and Context: The use of block-based programming environments is purported to be a good way to gently introduce novice computer programmers to computer programming. A small, but growing body of research examines the differences between block-based and text-based programming environments.

Objective: Thus, the purpose of this study was to examine the overall effect of block-based versus text-based programming environments on both cognitive and affective student learning outcomes.

Method: Five academic databases were searched to identify literature meeting our inclusion criteria and resulted in 13 publications with 52 effect size comparisons on both cognitive and affective outcomes.

Findings: We found small effect size (g = 0.245; p = .137; with a 95% confidence interval of ?0.078 to 0.567) in favor of block-based programming environments on cognitive outcomes, and a trivial effect size (g = 0.195, p = .429; with a 95% confidence interval of ?0.289 to 0.678) on affective outcomes. Both effect size calculations were statistically insignificant using random effects models. The effect sizes were examined for moderating effects by education level, learning environment, and study duration. Some evidence of publication bias was detected in these data.

Implications: More research is needed to examine the utility and efficacy of block-based programming environments for novice programmers. Future studies should account for hybrid programming environments using novel research methods.  相似文献   

2.

The demand for assembler language programmers has dropped dramatically over the past 20 years with the advent of structured programming languages and the accessibility of hardware features from high‐level languages. Nevertheless, a course in assembler language programming is often the first, and sometimes the only, introduction a student has to a machine's hardware. For this reason alone, assembler language programming courses should not be removed from a curriculum; instead, they should be kept and taught in conjunction with modern software engineering practices. This article describes an alternative approach to teaching assembler language programming. Whereas the students are still introduced to a machine and its assembler language, they are required to write several low‐level library routines they used in introductory courses (such as ACM CS1 and CS2). Furthermore, the S‐Machine's support software allows students to study the internals of an assembler, a librarian, and a linker.  相似文献   

3.
Electronic performance support systems (EPSSs) are the software programs commonly used in commercial environments since the early 1990s. These software programs are generally called performance-based systems and focus on the complete job rather than providing individual development. For that reason, the usage of these systems in learning environments has not been sufficiently investigated. In this empirical study, availability of using EPSS software for learning processes was investigated in order to contribute to the literature. An EPSS software was developed for undergraduate students to use in programming language courses and the effects of the software on students' self-regulation based learning skills were investigated. During the treatment process, while the experimental group was supported with EPSS, traditional teaching continued in the control group. The results of the study showed that there was no statistically significant difference between the groups in terms of motivational beliefs; however, there were significant differences in terms of cognitive, metacognitive, and resource management strategies.  相似文献   

4.
ABSTRACT

The interpretation and reuse of previous design solutions, or precedents, is central to design. This paper describes qualitative research conducted over three years at two institutions, aimed at investigating the role of design knowledge re-use in project-based mechanical design courses. Research data were collected through participant observation, student interviews, anonymous questionnaires, and website analytics. The paper identifies challenges that must be addressed in order to support novice engineers in rehearsing the types of knowledge required to successfully reason about and engage with design precedents. Two categories of design precedents are identified: concept precedents and detail precedents. Providing students with access to the latter is identified as a particular challenge, as is providing students with access to engineering communities of practice. Approaches to addressing these challenges are discussed.  相似文献   

5.
ABSTRACT

Background and Context: Current introductory instruction fails to identify, structure, and sequence the many skills involved in programming.

Objective: We proposed a theory which identifies four distinct skills that novices learn incrementally. These skills are tracing, writing syntax, comprehending templates (reusable abstractions of programming knowledge), and writing code with templates. We theorized that explicit instruction of these skills decreases cognitive demand.

Method: We conducted an exploratory mixed-methods study and compared students’ exercise completion rates, error rates, ability to explain code, and engagement when learning to program. We compared material that reflects this theory to more traditional material that does not distinguish between skills.

Findings: Teaching skills incrementally resulted in improved completion rate on practice exercises, and decreased error rate and improved understanding of the post-test.

Implications: By structuring programming skills such that they can be taught explicitly and incrementally, we can inform instructional design and improve future research on understanding how novice programmers develop understanding.  相似文献   

6.
Abstract

As on-line discussion becomes an increasingly important and significant aspect of teachers' professional education, most particularly as part of distance learning environments, there is a need to understand and develop effective analytic techniques that provide insights into the processes at work within these systems. The computer conferencing environment at the centre of this study is a complex, unstructured discussion forum, of a type increasingly found as a component of continuing professional development courses. In these situations the evidence of knowledge building processes is a key concern. This study concentrates on a close examination of some existing analytic tools and considers their contribution to identifying the processes at work within these on-line environments, as teachers discuss aspects of education.  相似文献   

7.

This paper is based on a review of recent literature on the use of Internet-based technologies in higher education, concentrating on the key issues and problems involved in transferring courses to an electronic learning environment. This paper attempts to fulfil the need at this point for an examination of this work, and aims to inform those who are thinking of using new technologies to deliver courses. The issue of pedagogy is discussed in relation to the design and implementation of on-line courses. The problem of a lack of participation in on-line discussion is considered and suggestions made for encouraging involvement in such activities. The issues of access and availability are considered as vital questions that need to be addressed by those involved in producing on-line courses, and advice on the nature of student support and staff development necessary in this context is outlined. The recommendations made in the literature for designing and implementing successful electronic courses will be discussed in relation to these issues. The paper concludes that a careful consideration of the warnings and recommendations made in the literature can help to produce effective and stimulating electronic learning environments.  相似文献   

8.
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9.
Abstract

The design of an effective interactive learning environment requires understanding the intricate relationships among people, tools, and problems. Many end‐users do not have the necessary skills, nor the time or patience, to compose programs from computer science‐sanctioned programming primitives. End‐users require environments that elevate the task of programming to the manipulation of components that are directly pertinent to the problems to be solved. This article introduces the Agentsheets programming substrate employed by designers to create interactive learning environments that are geared toward end‐users solving specific problems. A number of educational and industrial applications are used to illustrate the design and use of Agentsheets environments in domains such as art, artificial life, environmental design, games, kitchen design, and visual programming.  相似文献   

10.
Extensive research has shown that one of the benefits of programming to learn about scientific phenomena is that it facilitates learning about mechanisms underlying the phenomenon. However, using programming activities in classrooms is associated with costs such as requiring additional time to learn to program or students needing prior experience with programming. This paper presents a class of programming environments that we call quickstart: Environments with a negligible threshold for entry into programming and a modest ceiling. We posit that such environments can provide benefits of programming for learning without incurring associated costs for novice programmers. To make this claim, we present a design-based research study conducted to compare programming models of evolutionary processes with a quickstart toolkit with exploring pre-built models of the same processes. The study was conducted in six seventh grade science classes in two schools. Students in the programming condition used EvoBuild, a quickstart toolkit for programming agent-based models of evolutionary processes, to build their NetLogo models. Students in the exploration condition used pre-built NetLogo models. We demonstrate that although students came from a range of academic backgrounds without prior programming experience, and all students spent the same number of class periods on the activities including the time students took to learn programming in this environment, EvoBuild students showed greater learning about evolutionary mechanisms. We discuss the implications of this work for design research on programming environments in K-12 science education.  相似文献   

11.
Craig McBride 《PRIMUS》2015,25(8):694-712
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12.
Summary The goal of this article has been to discuss next generation learning environments and next generation training technologies as well as the learning and design challenges faced in using these. Specifically, we discuss theoretical and design principles of constructivist learning environments and how advanced technologies can potentially support meeting these principles as well as the challenges they may pose to various types of designers, instructional, game, graphic and programming. To address methods for designing complex environments, we also address the use of methodologies and authoring systems with various tools to support the design process. In this context, to illustrate how tools can be used to help instructional design teams manage the complexities of developing for these environments. As an example, we discuss one tool,IIPI CREATE, that supports this process and organizes the development process  相似文献   

13.
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14.

This chapter concentrates on the nature and focus of education reform efforts in city school systems during the late 1980s and early 1990s. A thesis is developed that political, and closely related financial, support for continuing efforts to reform or restructure education depends on two primary factors. The degree of agreement about values and goals among stakeholders within and external to school systems appears to influence the likelihood of a given set of reforms. Adoption and implementation of reforms also depend on the level of intensity of action devoted by those groups. This framework is used to examine whether current reform activities in urban environments engender political and financial support that might be essential for future reform initiatives. The paper concludes that future reform initiatives will need to consider changes in the delivery of non‐educational services to garner sufficient political support for meaningful education reform. Yet there must be agreement among values and interests of diverse agencies and sufficient intensity of action of all groups to bring about meaningful change.  相似文献   

15.
ABSTRACT

New vice-principals (VPs) inevitably experience high levels of uncertainty when assuming the position, and undergo a process of socialisation, involving engaging with both professional and relational sources of support in schools, to adjust to their changing role. Drawing on socialisation theories, this exploratory study proposes that novice VPs would rely on the school’s structural feedback mechanism, peer affirmation and principal’s sponsorship in their adaptation process; the first of these is professionally oriented whereas the remaining two are relationally oriented. The study further argues that VPs would experience varying degrees of dependence on these factors corresponding to the stage of their development in the socialisation process. Findings of the study, informed by a Hong Kong data set covering VPs in their first, second, and third years of tenure respectively, support these propositions. Peer affirmation appears to be a continuous source of support to VPs in all tenure groups and it stands at odds with principal’s sponsorship. The effects of the structural feedback mechanism and principal’s sponsorship on VP’s transition are only evident in the 2-year group, with the former being positive and the latter negative. Implications of the findings are discussed.  相似文献   

16.
Abstract

An empirical examination of accredited American higher education institutions was conducted to obtain baseline data regarding distance education copyright, intellectual property, and antitrust concerns. Additionally, a multiple‐case study involving ten of the top thirty accredited distance education institutions in America was conducted. Policy approaches were examined for all institutions, and differences were discussed between public and private institutions as well as between the following Carnegie Classification institutions: Research I and II, Doctorate I and II, and Master's I and II. Data indicated that, out of the schools surveyed, 22% of the institutions in these Carnegie Classification categories published copyright and intellectual property policies on their institution's Web site. In the case study, it was found that 90% of the institutions centrally controlled their distance education program administration as well as the copyright and intellectual property policies related to it.  相似文献   

17.
A Survey and Critical Analysis of Tools for Learning Programming   总被引：1，自引：1，他引：0  
Systems and methodologies have been developed to improve the learning and practice of programming. We examine the kinds of support tools that have been developed to date, and we discuss their role in meeting the needs of beginning students. We begin with a literature review to summarize the actual difficulties involved in learning the tasks of program development. A comprehensive survey of environments developed to support the learning of problem solving and programming follows, covering programming environments, debugging aids, intelligent tutoring systems, and intelligent programming environments. A careful analysis of these systems uncovers the limitations that have prevented them from accomplishing their goals.  相似文献   

18.
Designing and deploying programming courses is undoubtedly a challenging task. In this paper, an attempt to analyze important aspects of a sequence of two courses on imperative-procedural and object-oriented programming in a non-CS majors Department is made. This analysis is based on a questionnaire filled in by fifty students in a voluntary basis. The issues of the programming courses that are investigated refer to: the strategy selected for the introduction to programming; the sequence of the programming techniques and languages taught and the transition from the one to the other; students’ difficulties with programming in general and with imperative-procedural and object-oriented programming in specific; the teaching and learning design of both courses; and the material that students rely on for learning programming. Based on the analysis of students’ replies on the questionnaire, related work and the instructor’s experience on teaching the courses, conclusions are drawn regarding all the aforementioned aspects of designing and deploying programming courses. The main contribution of the paper is the fact that all the important and interrelated aspects of a sequence of two programming courses are investigated in conjunction, providing realistic implications and guidelines for improving the quality and effectiveness of existing programming courses and designing and deploying new courses. The main results refer to the usage of a pseudo-language for an introduction to programming, the transition from procedural to object-oriented programming, the intrinsic difficulties of learning programming, and practices for a more successful teaching and learning design of programming courses.  相似文献   

19.
ABSTRACT

Digital games are very popular in modern culture. The authors are examining ways to leverage these engaging environments to assess and support student competencies. The authors examine gameplay and learning using a physics game they developed called Newton's Playground. The sample consisted of 167 eighth- and ninth-grade students who played Newton's Playground for about 4 hr over the course of 1.5 weeks. Findings include significant pretest–posttest physics gains, and significant relations between in-game indicators and learning.  相似文献   

20.
Abstract

Using an experiential case approach, this study explores the conventional wisdom that distance education courses require greater faculty work effort and time commitment than traditionally taught courses. The study's basis for analysis is an instructor's time and effort in developing and delivering a graduate‐level course in public administration, for both a distance course (a modality with which he had no previous experience) and his traditional classroom courses. The study finds support for the conventional wisdom. But it also suggests hypotheses for future comparative analysis that development and delivery time and effort may partially depend on the accumulation of instructor experience and the level of institutional support. This article also identifies some implications for future research and faculty participation in distance education.  相似文献   

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