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How programming environment shapes perception, learning and goals: logo vs. scratch
Abstract
This study compares the attitudinal and learning outcomes of sixth grade students programming in either Logo or Scratch. Given proposed affordances of the visual programming language, Scratch, I hypothesized that those students learning Scratch would demonstrate greater competence in interpreting loops and conditional statements and would have more positive attitudes towards programming. However, differences in performance between the two groups appeared only in the greater ability of the students that learned Scratch to interpret conditional statements. Contrary to our hypothesis, we found that students that learned Logo had on average higher confidence in their ability to program and students were no more likely to plan to continue to program after the course or view the learning of topics as difficult if they learned Logo or Scratch.
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Cited by
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Assessing elementary students’ computational thinking in everyday reasoning and robotics programming
Chen, G., Shen, J., Barth-Cohen, L., Jiang, S., Huang, X., & Eltoukhy, M. (2017) · Computers & Education · doi:10.1016/j.compedu.2017.03.001 · Cited by 420
Weintrop, D., & Wilensky, U. (2015) · Proceedings of the eleventh annual International Conference on International Computing Education Research · doi:10.1145/2787622.2787721 · Cited by 198
Computing Education Research Today
Fincher, S. A., Tenenberg, J., Dorn, B., Hundhausen, C., McCartney, R., & Murphy, L. (2019) · The Cambridge Handbook of Computing Education Research · doi:10.1017/9781108654555.003 · Cited by 7
Metadata
- Authors
- Lewis, C. M.
- Venue
- Proceedings of the 41st ACM technical symposium on Computer science education
- Publisher
- ACM
- Published
- 2010-03-10
- Pages
- 346-350
- OpenAlex
- W2100329249
- Cited by
- 191
- References
- 0
- FWCI
- 4.94
- Type
- conference paper
- Language
- en
- Open access
- closed
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