View in EDS

From Blocks to Text: Bridging Programming Misconceptions

Saved in:
Bibliographic Details
Title: From Blocks to Text: Bridging Programming Misconceptions
Authors: Zaharija, Goran, Mladenović, Monika
Source: Journal of educational computing research. 62(5):1302-1326
Publisher Information: 2024.
Publication Year: 2024
Subject Terms: MakeCode for micro:bit, programming misconceptions, K-12, programming novices, Python
Description: The use of a pedagogical approach mediated transfer with the bridging method has been successful in facilitating the transitions from block-based to text-based programming languages. Nevertheless, there is a lack of research addressing the impact of this transfer on programming misconceptions during the transition. The way programming concepts are taught to K-12 learners can later result in misconceptions for adult learners. The main objective was to examine the impact of mediated transfer using the bridging method pedagogical approach on the prevalence of programming misconceptions. We conducted a quasi-experimental study in school settings during informatics (computer science) classes among 163 sixth-grade students. The control group received traditional programming lectures using the text-based programming language, Python. Conversely, the experimental group utilized a mediated transfer pedagogical approach by starting with the block-based programming language MakeCode for micro:bit before transitioning to the text-based Python. Our findings indicate that the experimental group significantly reduced programming misconceptions in fundamental programming concepts: variables, sequencing, selection, and loops - compared to the control group. This suggests that the use of block-based programming language as an initial step in programming education, followed by a structured transition to text-based programming language, can effectively mitigate common misconceptions among K-12 learners.
Document Type: Article
ISSN: 0735-6331
DOI: 10.1177/0735633124124004710.1177/07356331241240047
Accession Number: edsair.dris...01492..3305ebfffb15e91873d9370e2e812d2f
Database: OpenAIRE
Description
Abstract:The use of a pedagogical approach mediated transfer with the bridging method has been successful in facilitating the transitions from block-based to text-based programming languages. Nevertheless, there is a lack of research addressing the impact of this transfer on programming misconceptions during the transition. The way programming concepts are taught to K-12 learners can later result in misconceptions for adult learners. The main objective was to examine the impact of mediated transfer using the bridging method pedagogical approach on the prevalence of programming misconceptions. We conducted a quasi-experimental study in school settings during informatics (computer science) classes among 163 sixth-grade students. The control group received traditional programming lectures using the text-based programming language, Python. Conversely, the experimental group utilized a mediated transfer pedagogical approach by starting with the block-based programming language MakeCode for micro:bit before transitioning to the text-based Python. Our findings indicate that the experimental group significantly reduced programming misconceptions in fundamental programming concepts: variables, sequencing, selection, and loops - compared to the control group. This suggests that the use of block-based programming language as an initial step in programming education, followed by a structured transition to text-based programming language, can effectively mitigate common misconceptions among K-12 learners.
ISSN:07356331
DOI:10.1177/0735633124124004710.1177/07356331241240047