Block-based programming in computer science education

This chapter aims to provide a general description of the preferred pedagogical approaches for the delivery and practice of computer science education based on a review of the literature. Pedagogical approaches mainly used in the teaching of computer science are unplugged activities, robotics programming, block-based or initial programming environments and cross-curricular activities. The preference of these pedagogical approaches varies according to the learners' age and level. Whilst all of these approaches can be used for all ages, some are aimed more at the beginner level than others. The benefits of using each of these approaches will be discussed in this chapter by way of considering educational tips.

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Teaching How to Think Like a Programmer

10.4018/978-1-6684-2411-7.ch014 ◽

2022 ◽

pp. 290-308

Author(s):

Filiz Kalelioğlu ◽

Yasemin Gülbahar ◽

Dilek Doğan

Keyword(s):

Science Education ◽

Computer Science ◽

Computer Science Education ◽

General Description ◽

Review Of The Literature ◽

Programming Environments ◽

Block Based ◽

Pedagogical Approaches

This chapter aims to provide a general description of the preferred pedagogical approaches for the delivery and practice of computer science education based on a review of the literature. Pedagogical approaches mainly used in the teaching of computer science are unplugged activities, robotics programming, block-based or initial programming environments and cross-curricular activities. The preference of these pedagogical approaches varies according to the learners' age and level. Whilst all of these approaches can be used for all ages, some are aimed more at the beginner level than others. The benefits of using each of these approaches will be discussed in this chapter by way of considering educational tips.

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Automating the Assessment of Algorithms and Programming Concepts in App Inventor Projects in Middle School

Advances in Early Childhood and K-12 Education - Handbook of Research on Tools for Teaching Computational Thinking in P-12 Education ◽

10.4018/978-1-7998-4576-8.ch004 ◽

2020 ◽

pp. 76-102

Author(s):

Nathalia da Cruz Alves ◽

Christiane Gresse von Wangenheim ◽

Jean C. R. Hauck ◽

Adriano F. Borgatto

Keyword(s):

Middle School ◽

Science Education ◽

Computer Science ◽

Computer Science Education ◽

Reliability And Validity ◽

Static Code Analysis ◽

App Inventor ◽

Block Based ◽

Science Framework ◽

K 12

As computer science education makes its way into schools, diverse initiatives worldwide promote computer science education in K-12, often focusing on teaching algorithms and programming with block-based programming languages such as Scratch or App Inventor. However, alternatives to assess the learning of computer science concepts on this educational stage are still scarce. This chapter presents an automated rubric for assessing algorithms and programming concepts of App Inventor projects at middle school level. The assessment is based on a rubric proposed in alignment with the K-12 Computer Science Framework with satisfactory reliability and validity. The rubric has been automated through a web-based system that allows assessing App Inventor projects through static code analysis. As a result, it can support computer science education in practice providing feedback to students and teachers.

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Automating the Assessment of Algorithms and Programming Concepts in App Inventor Projects in Middle School

10.4018/978-1-6684-2411-7.ch025 ◽

2022 ◽

pp. 524-549

Author(s):

Nathalia da Cruz Alves ◽

Christiane Gresse von Wangenheim ◽

Jean C. R. Hauck ◽

Adriano F. Borgatto

Keyword(s):

Middle School ◽

Science Education ◽

Computer Science ◽

Computer Science Education ◽

Reliability And Validity ◽

Static Code Analysis ◽

App Inventor ◽

Block Based ◽

Science Framework ◽

K 12

As computer science education makes its way into schools, diverse initiatives worldwide promote computer science education in K-12, often focusing on teaching algorithms and programming with block-based programming languages such as Scratch or App Inventor. However, alternatives to assess the learning of computer science concepts on this educational stage are still scarce. This chapter presents an automated rubric for assessing algorithms and programming concepts of App Inventor projects at middle school level. The assessment is based on a rubric proposed in alignment with the K-12 Computer Science Framework with satisfactory reliability and validity. The rubric has been automated through a web-based system that allows assessing App Inventor projects through static code analysis. As a result, it can support computer science education in practice providing feedback to students and teachers.

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Exploring problem decomposition and program development through block-based programs

International Journal of Computer Science Education in Schools ◽

10.21585/ijcses.v3i1.54 ◽

2019 ◽

Vol 3 (1) ◽

pp. 3-16

Author(s):

Kyungbin Kwon ◽

Jongpil Cheon

Keyword(s):

Middle School ◽

Science Education ◽

Computer Science ◽

Program Development ◽

Computer Science Education ◽

Computational Thinking ◽

Problem Decomposition ◽

Development Processes ◽

Block Based ◽

K 12

Although teachers need to assess computational thinking (CT) for computer science education in K-12, it is not easy for them to evaluate studentsâ€™ programs based on the perspective. The purpose of this study was to investigate studentsâ€™ CT skills reflected in their Scratch programs. The context of the study was a middle school coding club where seven students voluntarily participated in a five-week coding activity. A total of eleven Scratch programs were analyzed in two aspects: problem decomposition and program development. Results revealed that students demonstrated proper decompositions of problems, which supported program development processes. However, in some cases, students failed to decompose necessary parts as their projects got sophisticated, which resulted in the failure or errors of programs. Regarding program development, algorythmic thinking had been identified as the area to be improved. Debugging and evaluation of programs were the necessary process students needed to practice. Implications for teaching CT skills were discussed.

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