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Comparing loops misconceptions in block-based and text-based programming languages at the K-12 level

机译：在K-12级别比较基于块和基于文本的编程语言中的循环误解

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Novice programmers are facing many difficulties while learning to program. Most studies about misconceptions in programming are conducted at the undergraduate level, yet there is a lack of studies at the elementary school (K-12) level, reasonably because computer science neither programming are regularly still not the part of elementary school curricula’s. Are the misconceptions about loops at elementary school level equal to those at the undergraduate level? Can we “prevent” the misconceptions by using the different pedagogical approach, visual programming language and shifting the programming context toward game programming? In this paper, we tried to answer these questions. We conducted the student misconceptions research on one of the fundamental programming concepts – the loop. The research is conducted in the classroom settings among 207 elementary school students. Students were learning to program in three programming languages: Scratch, Logo and Python. In this paper, we present the results of this research.
机译：新手程序员在学习编程时面临许多困难。关于编程错误观念的大多数研究都是在本科阶段进行的，但由于小学阶段（K-12）的计算机科学水平仍然不属于计算机科学领域，因此缺乏此类研究是有道理的。关于小学阶段循环的误解是否等同于本科阶段的误解？我们是否可以通过使用不同的教学方法，视觉编程语言并将编程环境转向游戏编程来“预防”误解？在本文中，我们试图回答这些问题。我们对基本的编程概念之一-循环进行了学生误解研究。该研究是在207个小学生的教室环境中进行的。学生正在学习使用三种编程语言进行编程：Scratch，Logo和Python。在本文中，我们介绍了这项研究的结果。

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