TLTL Feedback on Programming Transfer

TLTL Feedback on Programming Transfer Tamar: The problem fit is the more important issue. 

Once you go text, you never go back to block.  Once people know how to program with text, they will never go back to blocks. So this sample.  The programming environment -> (Affordances) changes a lot. 

Engin: The problem is not set up so that you can have a fair comparison between Scratch and Python. 

What were peoples’ paths through the problems? When did people switch to programming? 

Dan&Kristen paper: How can you get students to recognize that multiple cases are the same? They used contrasting cases. 

Rich: How did students solve this problem? 

Program complexity

Map out how people moved through the problem cases. 

Do some strategies lead to better solutions? What questions would I like to have answered before rolling it out again? 

Can I classify these students in terms of how they approached these problems? 

For each problem, which tool would be most suitable? 

Computational Thinking / Programming Interactions 

Adaptive Expertise: How would you solve each of these problems?

OTHER THOUGHTS

What about transfer in adult programmers?

Look at other studies on moving from beginner languages to full-fledged languages. 

Is there mediation in some clusters of students?

Describe the curriculum

Pears, A., Seidman, S., Malmi, L., Mannila, L., Adams, E., Bennedsen, J., … & Paterson, J. (2007). A survey of literature on the teaching of introductory programming. ACM SIGCSE Bulletin, 39(4), 204-223.