Effective Feedback on Elementary School Scratch Programs

Luisa Greifenstein
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引用次数: 2

Abstract

1 MOTIVATION Teachers are faced with many challenges when teaching programming in school such as helping students with their programming problems and assessing students [12, 15, 17]. Both activities lead to teachers giving feedback to their students. However, powerful feedback has to fulfill certain criteria and must use appropriate strategies [4, 10]. An even more basic requirement is that the teacher has to know the solution and preferably also has a deeper understanding of the underlying concepts. However, many teachers consider their lack of subject knowledge a main challenge when teaching programming and elementary school teachers mentioned it even more often than secondary school teachers [12]. As programming is increasingly introduced at elementary schools, the question of how to support elementary school teachers with giving feedback arises. Automated code analysis tools might provide an opportunity as they give information that can be used to give appropriate feedback to the students. These tools address different aspects of programming and exist for different programming languages. When programming in elementary schools, block-based programming languages are of interest because they can reduce the complexity compared to text-based programming languages. We focus on Scratch which is one of the most frequently studied programming languages in the K-12 context [7]. However, automated analysis tools for Scratch also involve challenges. They contain technical terms and often require a deeper understanding of programming concepts. Thus, elementary school teachers have to adapt the provided information to pass it on to their students. As the teachers
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小学Scratch项目的有效反馈
教师在学校进行编程教学时面临着许多挑战,如帮助学生解决编程问题和评估学生[12,15,17]。这两种活动都会让老师给学生反馈。然而,强大的反馈必须满足一定的标准,必须使用适当的策略[4,10]。一个更基本的要求是,老师必须知道答案,最好对基本概念也有更深的理解。然而,许多教师认为他们缺乏学科知识是他们在编程教学中面临的主要挑战,小学教师甚至比中学教师更经常提到这一点[12]。随着越来越多的小学引入编程,如何支持小学教师提供反馈的问题出现了。自动化代码分析工具可能提供了一个机会,因为它们提供的信息可以用来给学生提供适当的反馈。这些工具处理编程的不同方面,适用于不同的编程语言。在小学编程时,基于块的编程语言很有趣,因为与基于文本的编程语言相比,它们可以降低复杂性。我们专注于Scratch,这是K-12环境中最常研究的编程语言之一[7]。然而,用于Scratch的自动化分析工具也包含挑战。它们包含技术术语,通常需要对编程概念有更深的理解。因此,小学教师必须调整所提供的信息,将其传递给学生。作为老师
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