Parallel Instructions of Text-Based and Block-Based Programming: On Novice Programmers' Computational Thinking Practices

• In Event: Cognition, Media, and Learning Outcomes

Abstract

This study investigated eight pre-service teachers’ Scratch and Python programs to explore their computational thinking (CT) practice. The study was contextualized in the parallel instructions of block-based programming and text-based programming where the curriculum was structured around CT concepts and programming features of different languages were presented side-by-side. The findings showed learners’ CT practices in a respective programming environment have been giving positive influences on the other, especially where they share syntactic resemblance. We found that the parallel instructions helped learners engage in a more elaborate CT practice, but the learners struggled at adapting to new linguistic features unique to Python. The study reveals novices’ general CT practices applied across languages: evolving strategies for controlling flows and lacking abstracting skills.

Authors

• Minji Jeon, Indiana University

• Kyungbin Kwon, Indiana University