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首页> 外文期刊>New library world >'I like computers. I hate coding': a portrait of two teens' experiences
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'I like computers. I hate coding': a portrait of two teens' experiences

机译：“我喜欢电脑。我讨厌编码”：两个青少年的体验肖像

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Purpose - Some empirical evidence suggests that historically marginalized young people may enter introductory programming experiences with skepticism or reluctance, because of negative perceptions of the computing field. This paper aims to explore how learner identity and motivation can affect their experiences in an introductory computer science (CS) experience, particularly for young people who have some prior experience with computing. In this program, learners were asked to develop digital media artifacts about civic issues using Scratch, a block-based programming language. Design/methodology/approach - Through participant observation as a teacher and designer of the course, artifact analysis of student-generated computer programs and design journals, as well as with two follow-up 1-h interviews, the author used the qualitative method of portraiture to examine how two reluctant learners experienced a six-week introductory CS program. Findings - These learners' experiences illuminate the ways in which identity, community and competence can play a role in supporting learner motivation in CS education experiences. Research limitations/implications - As more students have multiple introductory computing encounters, educators need to take into account not only their perceptions of the computing field more broadly but also specific prior encounters with programming. Because of the chosen research approach, the research results may lack generalizability. Researchers are encouraged to explore other contexts and examples further. Practical implications - This portrait highlights the need for researchers and educators to take into account student motivation in the design of learning environments. Originality/value - This portrait offers a novel examination of novice programmer experiences through the choice in method, as well as new examples of how learner identity can affect student motivation.
机译：目的 - 一些经验证据表明，由于对计算领域的负面看法，历史边缘化的年轻人可以进入欲望和不情愿的介绍性规划体验。本文旨在探讨学习者身份和动机如何影响他们在介绍性计算机科学（CS）经验中的经验，特别是对于拥有有关计算经验的年轻人。在这个计划中，学习者被要求使用划痕，基于块的编程语言开发关于公民问题的数字媒体伪影。设计/方法/方法 - 通过参与者观察作为课程的教师和设计师，学生生成的计算机程序和设计期刊的工件分析，以及两个随访的1-H采访，作者使用了定性方法肖像书来检查两个不情愿的学习者如何经历过六周的介绍性CS计划。调查结果 - 这些学习者的经历照亮了身份，社区和能力在支持CS教育经验中的学习者动机方面发挥作用的方式。研究限制/影响 - 随着更多学生有多个介绍性计算遭遇，教育工作者不仅需要更广泛地考虑到计算领域的看法，而且还需要进行编程的特定事先遭遇。由于选择的研究方法，研究结果可能缺乏普遍性。鼓励研究人员进一步探索其他背景和示例。实际意义 - 该肖像突出了研究人员和教育工作者在学习环境设计中考虑学生动机的需求。原创性/价值 - 该肖像通过在方法中选择新手程序员体验的新颖考试，以及学习者身份如何影响学生动机的新示例。

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