101. Concepts before coding: non-programming interactives to advance learning of introductory programming concepts in middle school.
- Author
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Grover, Shuchi, Jackiw, Nicholas, and Lundh, Patrik
- Subjects
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COMPUTER science education , *COMPUTER programming education , *CURRICULUM planning , *BOOLEAN functions , *TEACHING methods - Abstract
Background and Context: Learners struggle with conceptual understanding of introductory programming concepts such as variables, expressions, and loops. Objective: We examine whether and how designed activities for conceptual exploration support preliminary engagement with and learning of foundational and often hard-to-grasp programming concepts for students in grades 6–8. Method: Drawing on principles from dynamic mathematics, we developed a suite of non-programming digital and unplugged activities embedded in a curriculum before students engage in Scratch block-based programming. We conducted empirical research in three middle school classrooms in diverse urban US schools and examined student performance through mixed qualitative and quantitative methods. Findings: Learning gains were significant and not predicted by grade, gender or prior academic preparation. Free-choice projects of students showed statistically greater (correct) use of key concepts compared to those not in the study. Implications: Our work demonstrates the promise of novel approaches such as interactive non-programming activities for deeper understanding of programming concepts. [ABSTRACT FROM AUTHOR]
- Published
- 2019
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