Programming Languages and Discourse: Investigating the Linguistic Context in Learning Computer Science During Elementary School

• In Event: 16.059 - Poster Session 2
  In Poster Session: 16.059-2 - Division C Section 1e: Discourse in Elementary School Computer Science and Engineering Education

Abstract

Today, many children program with graphical environments (e.g. Scratch or Alice) to limit the need for specific vocabulary and syntax, attributes of traditional programming languages. Not only are these environments child-friendly, developers can immediately address obstacles in the interface that could inhibit learning. Despite these benefits, we contend that interface changes alone do not resolve all linguistic challenges in a computer science classroom. Despite the malleable nature of these programming environments, we additionally need to understand how discourse impacts the learning context around programming. In this study, we employed design-based research methodology with 400 fourth-graders using our classroom-based computer science curriculum to explore which linguistic attributes can be readily amended through interface design and those which cannot.

Authors

• Hilary Dwyer, University of California - Santa Barbara

• Ashley Iveland, University of California - Santa Barbara

• Alexandria Killian Hansen, University of California - Santa Barbara

• Charlotte Hill, University of California - Santa Barbara

• Diana Franklin, University of California - Santa Barbara

• Danielle Boyd Harlow, University of California - Santa Barbara