Learning computer science concepts with scratch
Zu finden in: ICER 2010 (Seite 69 bis 76), 2010
Scratch is a visual programming environment that is widely used by young people. We investigated if Scratch can be used to teach concepts of computer science. We developed new learning materials for middle-school students that were designed according to the constructionist philosophy of Scratch and evaluated them in two schools. The classes were normal classes, not extracurricular activities whose participants are self-selected. Questionnaires and a test were constructed based upon a novel combination of the Revised Bloom Taxonomy and the SOLO taxonomy. These quantitative instruments were augmented with a qualitative analysis of observations within the classes. The results showed that in general students could successfully learn important concepts of computer science, although there were some problems with initialization, variables and concurrency; these problems can be overcome by modifications to the teaching process.
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KB IB clear
|Michal Armoni, Tim Bell, Mordechai Ben-Ari, B. S. Bloom, Karen Brennan, Paul Curzon, Evelyn Eastmond, Mike Fellows, Idit Harel, Yasmin B. Kafai, Caitlin Kelleher, John Maloney, Peter W. McOwan, Amon Millner, Andrés Monroy-Hernández, Seymour Papert, Randy Pausch, Mitchel Resnick, Anthony Robins, Eric Rosenbaum, Janet Rountree, Nathan Rountree, Natalie Rusk, Jay Silver, Brian Silverman, Elliot Soloway, Jim Spohrer, Rivka Taub, Ian H. Witten|
KB IB clear
|blockbasierte Programmiersprachenvisual programming language, Informatikcomputer science, Lernenlearning, Programmierenprogramming, Programmiersprachenprogramming languages, Scratch, SOLO-Taxonomie, Taxonomien von Bloom|
Dieses Konferenz-Paper erwähnt nicht ...
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