Misconceptions about variables at the K-12 level

There are known misconceptions about variables which are mostly the same since the first studies since more than 30 years ago. Consciousness about the misconceptions in programming can be crucial for teaching and learning programming for novices because, if we are aware of them, maybe we can minimis...

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Bibliographic Details
Published in:Education and information technologies Vol. 24; no. 2; pp. 1251 - 1268
Main Authors: Žanko, Žana, Mladenović, Monika, Boljat, Ivica
Format: Journal Article
Language:English
Published: New York Springer US 16.03.2019
Springer
Springer Nature B.V
Subjects:
Algorithms
Basic Skills
Computer Appl. in Social and Behavioral Sciences
Computer Science
Computer Science Education
Computers and Education
Education
Educational Technology
Elementary Education
Elementary School Students
Elementary Schools
Elementary Secondary Education
Grade 5
Grade 6
Influence of Technology
Information Systems Applications (incl.Internet)
Information Technology
Instructional Improvement
Junior high school students
Learning
Learning Processes
Mathematical Formulas
Misconceptions
Novices
Prior Learning
Programming
Programming Languages
Researchers
Student Writing Models
Syntax
Teacher Effectiveness
Teaching
Undergraduate Students
User Interfaces and Human Computer Interaction
Writing Instruction
Variables
Programming
Text-based programming languages
K-12
Misconceptions
ISSN:1360-2357, 1573-7608
Online Access:Get full text
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Summary:There are known misconceptions about variables which are mostly the same since the first studies since more than 30 years ago. Consciousness about the misconceptions in programming can be crucial for teaching and learning programming for novices because, if we are aware of them, maybe we can minimise or even prevent them. Researchers mostly conducted researches on an undergraduate or graduate level. There is a lack of studies about variable misconceptions at the K-12 level. Do K-12 students have the same misconceptions as undergraduates? Does the use of different programming languages affect misconceptions? We conducted the pilot study in the school setting among 127 elementary 5th and 6th-grade students. Students were learning to programme in text-based programming languages Logo, and Python with graphical (Logo) and procedural (Python) approaches. In this paper, we present the results of the research in which we aim to give answers to the questions posed above.
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ISSN:1360-2357
1573-7608
DOI:10.1007/s10639-018-9824-1