Journal Article10.1007/S11251-018-9453-5
Debugging during block-based programming
71
TL;DR: The types of errors that early childhood preservice teachers commonly made and how they debugged the errors are reported and provided directions for future computer science education research that aims to prepare teachers for programming, computational thinking, and STEM education.
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Abstract: In this study, we investigated the debugging process that early childhood preservice teachers used during block-based programing. Its purpose was to provide insights into how to prepare early childhood teachers to integrate computer science into instruction. This study reports the types of errors that early childhood preservice teachers commonly made and how they debugged the errors. Findings are discussed in relation to research and practice that could benefit from debugging instruction. This study provides directions for future computer science education research that aims to prepare teachers for programming, computational thinking, and STEM education. Though this study used robotics as a programming context, findings on early childhood preservice teachers’ debugging processes could be applicable to other contexts involving block-based programming.
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Citations
Assessment of Code, Which Aspects Do Teachers Consider and How Are They Valued?
TL;DR: In this article , the authors present an experiment that analyzes the different aspects teachers consider during the assessment of code and find that the number of concepts considered by teachers seems to increase with experience.
Effect of the use of block-based languages in programming learning
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- 17 Nov 2022
TL;DR: In this paper , a review of scientific publications related to block-based programming and the different technologies used has been carried out, after a detailed analysis of the literature, its impact on learning programming and its characteristics.
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