Concepts before coding: non-programming interactives to advance learning of introductory programming concepts in middle school

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 foundationa...

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Published inComputer science education Vol. 29; no. 2-3; pp. 106 - 135
Main Authors Grover, Shuchi, Jackiw, Nicholas, Lundh, Patrik
Format Journal Article
LanguageEnglish
Published Norwood Routledge 03.07.2019
Taylor & Francis Ltd
Subjects
abstraction
Academic Achievement
Achievement Gains
Boolean logic
Coding
Computer science education
Computer Software
Concept Formation
Constructivism (Learning)
CS concepts
Curricula
curriculum design
Educational Technology
expressions
Geometry
Grade 6
Grade 7
Grade 8
introducing programming
K-12 CS education
Learning
Learning Activities
Mathematical analysis
Middle School Students
Middle schools
novice programmer
Programming
Students
Teaching Methods
Technology Uses in Education
variables
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Summary: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.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
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ISSN:0899-3408
1744-5175
DOI:10.1080/08993408.2019.1568955