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Concepts before coding: non-programming interactives to advance learning of introductory programming concepts in middle school

机译：编码前的概念：非编程交互，以促进中学入门编程概念的学习

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Background and Context: Learners struggle with conceptual understanding of introductory programming concepts such as variables, expressions, and loops. Objective: We examine whether and how designed activities for conceptual exploration support preliminary engagement with and learning of foundational and often hard-to-grasp programming concepts for students in grades 6-8. Method: Drawing on principles from dynamic mathematics, we developed a suite of non-programming digital and unplugged activities embedded in a curriculum before students engage in Scratch block-based programming. We conducted empirical research in three middle school classrooms in diverse urban US schools and examined student performance through mixed qualitative and quantitative methods. Findings: Learning gains were significant and not predicted by grade, gender or prior academic preparation. Free-choice projects of students showed statistically greater (correct) use of key concepts compared to those not in the study. Implications: Our work demonstrates the promise of novel approaches such as interactive non-programming activities for deeper understanding of programming concepts.
机译：背景和上下文：学习者在对入门编程概念（例如变量，表达式和循环）的概念性理解上遇到困难。目的：我们研究为概念探索而设计的活动是否以及如何为6-8年级的学生提供初步的参与，并帮助他们学习基础的以及通常难以掌握的编程概念。方法：根据动态数学原理，我们开发了一套嵌入课程表中的非编程数字和无插入活动，然后学生才能进行Scratch基于块的编程。我们在美国各城市学校的三个中学教室中进行了实证研究，并通过定性和定量混合方法检查了学生的表现。调查结果：学习成绩显着，不能根据年级，性别或先前的学术准备来预测。与未参加研究的学生相比，学生的自由选择项目对关键概念的使用在统计上更高（正确）。启示：我们的工作证明了新颖方法的希望，例如交互式非编程活动，以加深对编程概念的理解。

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