Applying Flow-Based Principles in Teaching Computer Programming to High School Students: A Semiotic Perspective

Autor/inn/en	Goudouris, Cesar; de Abreu Mol, Antônio Carlos; Legey, Ana Paula; de Carvalho, Paulo Victor Rodrigues; Freire, Joana Loureiro; Martins, Bianca Maria Rego; Jatobá, Alessandro
Titel	Applying Flow-Based Principles in Teaching Computer Programming to High School Students: A Semiotic Perspective
Quelle	In: Education and Information Technologies, 25 (2020) 6, S.5451-5476 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jatobá, Alessandro)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-020-10193-5
Schlagwörter	High School Students; Computer Science Education; Programming; Teaching Methods; Semiotics; Man Machine Systems; Usability; Action Research; Introductory Courses; Programming Languages + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Computer science lessons; Informatikunterricht; Programmierung; Teaching method; Lehrmethode; Unterrichtsmethode; Semiotik; Mensch-Maschine-System; Projektforschung; Einführungskurs
Abstract	Teaching computer programming to children and adolescents has become popular in recent years. This popularity has resulted in increased research into techniques for teaching introductory programming using visual languages, especially block-based languages. This study aims to explore new possibilities for teaching programming by adopting a hybrid environment between the descriptive and flow-oriented paradigm. The use of the Semiotic Engineering's Communicability Evaluation Method (CEM), a theoretical line of Human-Computer Interaction based on communication, was applied to assess its usefulness to a high school audience. The teaching activities took place in cycles, with successive refinements, forming an action-research strategy. In this way, we conducted a descriptive case study with a qualitative analysis of the data, in which we collected a participant observation scheme. Our results established that the use of CEM in education was appropriate, that the proposed environment was suitable for the study, and the topics were relevant to the target audience. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01