Understanding loops: What are the misconceptions of lower-secondary pupils?

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60076658%3A12410%2F23%3A43906572" target="_blank" >RIV/60076658:12410/23:43906572 - isvavai.cz</a>

Výsledek na webu

<a href="https://infedu.vu.lt/journal/INFEDU/article/744/info" target="_blank" >https://infedu.vu.lt/journal/INFEDU/article/744/info</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.15388/infedu.2023.20" target="_blank" >10.15388/infedu.2023.20</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Understanding loops: What are the misconceptions of lower-secondary pupils?

Popis výsledku v původním jazyce

The article describes a study carried out on pupils aged 12-13 with no prior programming experience. The study examined how they learn to use loops with a fixed number of repetitions. Pupils were given a set of programming tasks to solve, without any preparatory or accompanying instruction or explanation, in a block-based visual programming environment. Pupils’ programs were analyzed to identify possible misconceptions and factors influencing them. Four misconceptions involving comprehension of the loop concept and repeat command were detected. Some of these misconceptions were found to have an impact on a pupil’s need to ask the computer to check the correctness of his/her program. Some of the changes made to tasks had an impact on the frequency of these misconceptions and could be the factors influencing them. Teachers and course book writers will be able to use the results of our research to create an appropriate curriculum. This will enable pupils to acquire and subsequently deal with misconceptions that could prevent the correct understanding of created concepts.

Název v anglickém jazyce

Understanding loops: What are the misconceptions of lower-secondary pupils?

Popis výsledku anglicky

The article describes a study carried out on pupils aged 12-13 with no prior programming experience. The study examined how they learn to use loops with a fixed number of repetitions. Pupils were given a set of programming tasks to solve, without any preparatory or accompanying instruction or explanation, in a block-based visual programming environment. Pupils’ programs were analyzed to identify possible misconceptions and factors influencing them. Four misconceptions involving comprehension of the loop concept and repeat command were detected. Some of these misconceptions were found to have an impact on a pupil’s need to ask the computer to check the correctness of his/her program. Some of the changes made to tasks had an impact on the frequency of these misconceptions and could be the factors influencing them. Teachers and course book writers will be able to use the results of our research to create an appropriate curriculum. This will enable pupils to acquire and subsequently deal with misconceptions that could prevent the correct understanding of created concepts.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2023

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Informatics in Education

ISSN

1648-5831

e-ISSN

2335-8971

Svazek periodika

22

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

LT - Litevská republika

Počet stran výsledku

30

Strana od-do

525-554

Kód UT WoS článku

001143536500001

EID výsledku v databázi Scopus

2-s2.0-85172183413