Scratch vs. Karelimpact on learning outcomes and motivation
Publikationsdatum:
  Zu finden in: WiPSCE 2014 (Seite 50 bis 59), 2014
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Zusammenfassungen
In diesem Beitrag wird der Einsatz einer textorientierten Programmierumgebung (Karol) mit einer grafischen Programmierumgebung (Scratch) verglichen. Während bei der Motivation die grafische Programmierumgebung eindeutig besser ist, lassen sich beim Lernerfolg und der Selbsteinschätzung der Schülerinnen und Schüler keine so klaren Unterschiede finden. Die Scratch-SchülerInnen schnitten zwar im Post-Test besser ab als die Karol-SchülerInnen, nahmen sich selbst aber nicht als kompetenter wahr.
The first result that we want to discuss concerns the students' perception of their programming environment. From the data above, it seems like Scratch is the clear winner. The Scratch class has a significantly higher value on the sub scale of interest/enjoyment regarding their intrinsic motivation. Also, they are giving a better grade to the programming environment than the Karol class. This result in itself is not very surprising, as - in contrast to Karol - Scratch is specifically designed to foster fun in programming [27]. It is interesting, however, that the grades given to the subject itself do not seem to be influenced by the programming environment, as there are no significant differences between the two classes.This paper presents the results of an experiment regarding the effects of using one of two different programming environments in secondary schools. Both "Scratch" and "Karel the Robot" have been successfully used in these settings previously. These two environments are also representative for two classes of programming environments for beginners. One is more graphically oriented and may therefore alleviate the steep learning curve of programming while the other is text-based and therefore more akin to "real" programming. Also, one places more emphasis on the visualization of program structure and the other emphasizes visualizing program flow.The experiment has been conducted in parallel in two school classes, each using one of the two approaches. The abilities of the students were tested before and after the experiment as well as their intrinsic motivation and the perceived self-regulation. The results show, that the class using Scratch has higher intrinsic motivation and performs better, however the Karel class shows a higher identified regulation.
Bemerkungen
Ein Argument für grafische Programmierumgebungen zur Einführung ins Programmieren bei Kindern und Jugendlichen.
Dieses Konferenz-Paper erwähnt ...
 Personen KB IB clear | Michal Armoni, Mordechai Ben-Ari, Joe Bergin, Karen Brennan, Kim B. Bruce, Peter Brusilovsky, Duane Buck, Quinn Burke, Eduardo Calabrese, Gail Chapman, Evelyn Eastmond, Brendan Foreman, Joanna Goode, Peter Hubwieser, Jozef Hvorecky, Yasmin B. Kafai, Caitlin Kelleher, Michael Kölling, Anatoly Kouchnirenko, Henry H. Leitner, Colleen M. Lewis, David J. Malan, John Maloney, John H. Maloney, Orni Meerbaum-Salant, Philip Miller, Amon Millner, Andrés Monroy-Hernández, Andreas Mühling, Richard E. Pattis, Randy Pausch, Kylie A. Peppler, Mitchel Resnick, Eric Rosenbaum, Natalie Rusk, Linda M. Seiter, Jay Silver, Brian Silverman, David J. Stucki | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
 Fragen KB IB clear | Welche Programmiersprache eignet sich für die Schule?Which programming language is suitable for school? | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
 Begriffe KB IB clear | blockbasierte Programmierumgebungenvisual programming language, Informatikcomputer science, Informatik-Didaktikdidactics of computer science, Informatik-Unterricht (Fachinformatik)Computer Science Education, Informatikunterricht in der Schule, Karel,  Motivationmotivation,  Programmierenprogramming, Programmiersprachenprogramming languages,  Scratch,  Visualisierungvisualization | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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9 Erwähnungen 
- Proceedings of the Workshop in Primary and Secondary Computing Education, WiPSCE 2015, London, United Kingdom, November 9-11, 2015 (Judith Gal-Ezer, Sue Sentance, Jan Vahrenhold) (2015)
- Informatische Bildung zum Verstehen und Gestalten der digitalen Welt - 17. GI-Fachtagung Informatik und Schule (Ira Diethelm) (2017)
- Empowering learners with tools in CS education - Physical computing in secondary schools (Mareen Grillenberger, Ralf Romeike) (2018)
- From Embedded Systems to Physical Computing - Challenges of the Digital World in Secondary Computer Science Education (Mareen Przybylla) (2018)
- Impacts of Block-based Programming on Young Learners’ Programming Skills and Attitudes in the Context of Smart Environments (Mazyar Seraj) (2020)
- ICER 2020 - International Computing Education Research Conference, Virtual Event, New Zealand, August 10-12, 2020 (Anthony V. Robins, Adon Moskal, Amy J. Ko, Renée McCauley) (2020)
- What Do We Think We Think We Are Doing? - Metacognition and Self-Regulation in Programming (James Prather, Brett A. Becker, Michelle Craig, Paul Denny, Dastyni Loksa, Lauren E. Margulieux) (2020)
- What Do We Think We Think We Are Doing? - Metacognition and Self-Regulation in Programming (James Prather, Brett A. Becker, Michelle Craig, Paul Denny, Dastyni Loksa, Lauren E. Margulieux) (2020)
- WiPSCE '20 - Workshop in Primary and Secondary Computing Education, Virtual Event, Germany, October 28-30, 2020 (Torsten Brinda, Michal Armoni) (2020)
- Learning to program - the gap between school world and everyday world (Gert Braune, Andreas Mühling) (2020)
- Learners' perspectives on block-based programming environments - code.org vs. scratch (Johannes Krugel, Alexander Ruf) (2020)
- Learning to program - the gap between school world and everyday world (Gert Braune, Andreas Mühling) (2020)
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