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Applying Flow-Based Principles in Teaching Computer Programming to High School Students: A Semiotic Perspective

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Goudouris, Cesar; de Abreu Mol, Antônio Carlos; Legey, Ana Paula; de Carvalho, Paulo Victor Rodrigues; Freire, Joana Loureiro; Martins, Bianca Maria Rego; Jatobá, Alessandro – Education and Information Technologies, 2020

Teaching computer programming to children and adolescents has become popular in recent years. This popularity has resulted in increased research into techniques for teaching introductory programming using visual languages, especially block-based languages. This study aims to explore new possibilities for teaching programming by adopting a hybrid…

Descriptors: High School Students, Computer Science Education, Programming, Teaching Methods

An Investigation into Pre-Service Teachers' Experiences While Transitioning from Scratch Programming to Procedural Programming

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Tijani, Fatimah; Callaghan, Ronel; de Villers, Rian – African Journal of Research in Mathematics, Science and Technology Education, 2020

The use of Scratch programming in introducing text-based programming to novices at all levels of education has gained prominence in computer science but is still hardly known among pre-service teachers. With affordances of Scratch in learning text-based programming, we present an experience report on how we supported our first-year pre-service…

Descriptors: Preservice Teachers, Computer Science Education, Preservice Teacher Education, Programming

What about a Simple Language? Analyzing the Difficulties in Learning to Program

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Mannila, Linda; Peltomaki, Mia; Salakoski, Tapio – Computer Science Education, 2006

In this paper, we present the results from a two-part study. We analyze 60 programs written by novice programmers aged 16-19 after their first programming course, in either Java or Python. The aim is to find difficulties independent of the language used, and such originating from the language. Second, we analyze the transition from a…

Descriptors: Programming, Programming Languages, Syntax, Learning Problems