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Using Commutative Assessments to Compare Conceptual Understanding in Blocks-based and Text-based Programs

David Weintrop, Uri Wilensky
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Zu finden in: ICER 2015 (Seite 101 bis 110), 2015
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Blocks-based programming environments are becoming increasingly common in introductory programming courses, but to date, little comparative work has been done to understand if and how this approach affects students' emerging understanding of fundamental programming concepts. In an effort to understand how tools like Scratch and Blockly differ from more conventional text-based introductory programming languages with respect to conceptual understanding, we developed a set of "commutative" assessments. Each multiple-choice question on the assessment includes a short program that can be displayed in either a blocks- based or text-based form. The set of potential answers for each question includes the correct answer along with choices informed by prior research on novice programming misconceptions. In this paper we introduce the Commutative Assessment, discuss the theoretical and practical motivations for the assessment, and present findings from a study that used the assessment. The study had 90 high school students take the assessment at three points over the course of the first ten weeks of an introduction to programming course, alternating the modality (blocks vs. text) for each question over the course of the three administrations of the assessment. Our analysis reveals differences on performance between blocks-based and text-based questions as well as differences in the frequency of misconceptions based on the modality. Future work, potential implications, and limitations of these findings are also discussed.

Von David Weintrop, Uri Wilensky im Konferenz-Band ICER 2015 im Text Using Commutative Assessments to Compare Conceptual Understanding in Blocks-based and Text-based Programs (2015)

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Personen
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Harold Abelson, Michal Armoni, Mordechai Ben-Ari, M. Bloom, P. Brna, Peter Brusilovsky, Eduardo Calabrese, Ebru Celikel Cankaya, Paul Denny, Andrea DiSessa, W. Feurzeig, Ryan Garlick, R. Grant, T.R.G. Green, Paul Gross, Jacob Hendrickx, Jozef Hvorecky, Anatoly Kouchnirenko, Colleen M. Lewis, Andrew Luxton-Reilly, Orni Meerbaum-Salant, Patrick Mendelsohn, Philip Miller, Seymour Papert, Kris Powers, Cynthia Solomon, Ewan D. Tempero

Aussagen
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Blockbasierte Sprachen erleichtern den Einstieg ins Programmierenblock programming interfaces improve novice programming performance
Werkzeuge formen unser Denkentools are influencing our thinking

Begriffe
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Alice.org, BASIC (Programmiersprache)BASIC (programming language), blockbasierte Programmiersprachenvisual programming language, Informatikcomputer science, Informatik-Unterricht (Fachinformatik)Computer Science Education, Karel, LOGO (Programmiersprache)LOGO (programming language), Programmierenprogramming, Programmiersprachenprogramming languages, Scratch
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Bücher
Jahr UmschlagTitelAbrufeIBOBKBLB
1969    Programming-Languages as a Conceptual Framework for Teaching Mathematics (W. Feurzeig, Seymour Papert, M. Bloom, R. Grant, Cynthia Solomon) 1, 5, 2, 2, 1, 2, 1, 6, 3, 10, 5, 1711193
1986   Turtle geometry (Harold Abelson, Andrea DiSessa) 1, 3, 3, 5, 2, 1, 1, 4, 9, 6, 6, 3106374
1990Psychology of Programming (J.-M. Hoc, T.R.G. Green, R. Samurçay, D.J. Gilmore) 2, 2, 1, 2, 1, 3, 3, 3, 6, 3, 2, 34373226
2001Changing Minds (Andrea DiSessa) 2, 1, 2, 2, 3, 3, 2, 4, 3, 14, 3, 821581105
2005ICER 2005 (Richard J. Anderson, Sally Fincher, Mark Guzdial) 1, 6, 5, 1, 4, 2, 3, 2, 5, 14, 4, 51947560
2010ITiCSE 2010 (Reyyan Ayfer, John Impagliazzo, Cary Laxer) 11, 14, 9, 6, 9, 9, 11, 16, 10, 14, 3, 8101088821
2010ICER 2010 (Michael E. Caspersen, Michael J. Clancy, Kate Sanders) 4, 5, 1, 4, 3, 3, 3, 8, 4, 16, 5, 42451479
2011ITiCSE 2011 (Guido Rößling, Thomas L. Naps, Christian Spannagel) 4, 9, 8, 1, 7, 5, 7, 16, 11, 20, 7, 1035170101970
2013     Computer Science Concepts in Scratch (Michal Armoni, Mordechai Ben-Ari) 4, 4, 6, 4, 4, 2, 3, 4, 2, 4, 5, 31416382
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Texte
Jahr UmschlagTitelAbrufeIBOBKBLB
1990    Programming Languages in Education (Patrick Mendelsohn, T.R.G. Green, P. Brna) 2, 1, 3, 1, 1, 4, 1, 4, 2, 2, 1, 2210295
1997    Mini-languages (Peter Brusilovsky, Eduardo Calabrese, Jozef Hvorecky, Anatoly Kouchnirenko, Philip Miller) 2, 3, 3, 1, 2, 2, 2, 8, 2, 4, 4, 512125326
2005    Evaluating assessments of novice programming environments (Paul Gross, Kris Powers) 1, 1, 2, 2, 1, 2, 2, 2, 6, 2, 3, 3112333
2010    How programming environment shapes perception, learning and goals (Colleen M. Lewis) 14, 2, 1, 1, 2, 3, 5, 6, 1, 4, 3, 589547
2010Using alice in CS1 (Ryan Garlick, Ebru Celikel Cankaya) 3200
2010    Learning computer science concepts with scratch (Orni Meerbaum-Salant, Michal Armoni, Mordechai Ben-Ari) 2, 4, 4, 1, 5, 1, 4, 8, 1, 4, 4, 4613448
2011   Habits of programming in scratch (Orni Meerbaum-Salant, Michal Armoni, Mordechai Ben-Ari) 6, 4, 3, 1, 5, 4, 7, 10, 1, 4, 2, 51095275
2011Understanding the syntax barrier for novices (Paul Denny, Andrew Luxton-Reilly, Ewan D. Tempero, Jacob Hendrickx) 2100

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