CS Transfer Notes ICLS

CS Transfer Notes ICLS Notes from Weintrop (2015), Comparing Text-based, Blocks-based, and Hybrid Blocks/Text Programming Tools

Ben-Ari and colleagues have conducted a number of studies looking at the suitability of Scratch as serving as the primary introductory programming language finding both strengths and drawbacks to the approach [6, 7]

[4] Lewis, C.M. 2010. How programming environment shapes perception, learning and goals: Logo vs. Scratch. Proc. of the 41st ACM SIGCSE, 346–350.

[6] Meerbaum-Salant, O. et al. 2011. Habits of programming in Scratch. Proc. of the 16th ITiCSE (Darmstadt, Gr), 168–172. 

[7] Meerbaum-Salant, O. et al. 2010. Learning computer science concepts with Scratch. Proc. of the 6th ICER, 69–76.

[8] Moskal, B. et al. 2004. Evaluating the effectiveness of a new instructional approach. Proc. of the 35th ACM SIGCSE 75-79. 

[9] Powers, K. et al. 2007. Through the looking glass: teaching CS0 with Alice. ACM SIGCSE Bulletin. 39, 1, 213–217.

Weintrop & Wilensky (2015) Using Commutative Assessments to Compare Conceptual Understanding in Blocks-based and Text-based Programs

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SUSAN YOON INTRODUCTION STRATEGY: 

  1. What is the state of the field?
  2. What’s the problem with the state of the field? 
  3. What is the possible resolution?

INTRODUCTION The state of the field is that Scratch is often used as an introductory programming language before moving on to a text-based programming language. The problem is that we don’t really know if that’s going to work. There is theoretical support for two competing hypotheses: scaffolding and structuration. Which should we be thinking about? 

BACKGROUND What do we mean by scaffolding? It’s support provided temporarily while learners develop a skill that they then will not need because they can work on their won.