Report on a User Test and Extension of a Type Debugger for Novice Programmers

A type debugger interactively detects the expressions that cause type errors. It asks users whether they intend the types of identifiers to be those that the compiler inferred. However, it seems that novice programmers often get in trouble when they think about how to fix type errors by reading the messages given by the type debugger. In this paper, we analyze the user tests of a type debugger and report problems of the current type debugger. We then extend the type debugger to address these problems. Specifically, we introduce expression-specific error messages and language levels. Finally, we show type errors that we think are difficult to explain to novice programmers. The subjects of the user tests were 40 novice students belonging to the department of information science at Ochanomizu University.Comment: In Proceedings TFPIE 2014, arXiv:1412.473

A collaborative approach to learning programming: a hybrid learning model

The use of cooperative working as a means of developing collaborative skills has been recognised as vital in programming education. This paper presents results obtained from preliminary work to investigate the effectiveness of Pair Programming as a collaborative learning strategy and also its value towards improving programming skills within the laboratory. The potential of Problem Based Learning as a means of further developing cooperative working skills along with problem solving skills is also examined and a hybrid model encompassing both strategies outlined

Frame-Based Editing: Easing the Transition from Blocks to Text-Based Programming

Block-based programming systems, such as Scratch or Alice, are the most popular environments for introducing young children to programming. However, mastery of text-based programming continues to be the educational goal for stu- dents who continue to program into their teenage years and beyond. Transitioning across the significant gap between the two editing styles presents a difficult challenge in school- level teaching of programming. We propose a new style of program manipulation to bridge the gap: frame-based edit- ing. Frame-based editing has the resistance to errors and approachability of block-based programming while retaining the flexibility and more conventional programming seman- tics of text-based programming languages. In this paper, we analyse the issues involved in the transition from blocks to text and argue that they can be overcome by using frame- based editing as an intermediate step. A design and imple- mentation of a frame-based editor is provided

Introductory programming: a systematic literature review

As computing becomes a mainstream discipline embedded in the school curriculum and acts as an enabler for an increasing range of academic disciplines in higher education, the literature on introductory programming is growing. Although there have been several reviews that focus on specific aspects of introductory programming, there has been no broad overview of the literature exploring recent trends across the breadth of introductory programming. This paper is the report of an ITiCSE working group that conducted a systematic review in order to gain an overview of the introductory programming literature. Partitioning the literature into papers addressing the student, teaching, the curriculum, and assessment, we explore trends, highlight advances in knowledge over the past 15 years, and indicate possible directions for future research

Eşli Programlamanın Ortaokul Öğrencilerinin Bilgisayar Programlama Özgüven ve Başarısına Etkisi

DergiPark: 575098tredBu araştırmada iç içegeçmiş durum çalışması yapılarak eşli programlamanın ortaokul öğrencilerininbilgisayar programlama özgüven ve başarısına etkisi araştırılmıştır.  Beşinci sınıf seviyesinde 35 öğrenci bireysel(n=13) ve eşli (n=22) programlama gruplarına ayrılmış, Scratch programlamaetkinlikleri kullanılarak sekiz haftalık bir uygulama yürütülmüştür.Araştırmada nitel veri görüşmelerle, nicel veri ise özgüven anketi verubriklerle toplanmıştır. Veri analizi için bağımsız örneklemler t testi ve içerik analizikullanılmıştır. Uygulama sonunda eşli programlama öğrencilerinin özgüven vebaşarısının, bireysel programlama öğrencilerinden daha yüksek olduğubulunmuştur. Bu çalışma, ortaokul seviyesinde bilgisayar programlama özgüvenive başarısını artırmak için eşli programlama yönteminin kullanımınıdesteklemekte, özellikle bilgisayar sayısı yetersiz olan okullara, rekabetçiöğrencilere ve programlamayı yeni öğrenenlere bu yöntemi önermektedir.The purpose ofthis embedded case study is to explore the possible influence of pairprogramming on secondary school students’ confidence and achievement incomputer programming. A total of 35 students in a fifth-grade class weredivided into individual (n=13) andpair programmers (n=22), who then usedScratch programming activities during an eight week implementation. Qualitativedata were collected with interviews and quantitative data were collected with aconfidence questionnaire and rubrics. Content analysis and independent-samples t tests were conducted for dataanalysis. The results showed that pair programmers’ confidence and achievementfor computer programming was higher compared to individual programmers afterthe implementation. The study supports the use of pair programming in secondaryschools, especially where there are limited numbers of computers, competitivestudents, and novice programmers to increase the confidence and achievement incomputer programming