Concepts before coding: non-programming interactives to advance learning of introductory programming concepts in middle school

ABSTRACT

Background and Context: Learners struggle with conceptual understanding of introductory programming concepts such as variables, expressions, and loops.

Objective: We examine whether and how designed activities for conceptual exploration support preliminary engagement with and learning of foundational and often hard-to-grasp programming concepts for students in grades 6–8.

Method: Drawing on principles from dynamic mathematics, we developed a suite of non-programming digital and unplugged activities embedded in a curriculum before students engage in Scratch block-based programming. We conducted empirical research in three middle school classrooms in diverse urban US schools and examined student performance through mixed qualitative and quantitative methods.

Findings: Learning gains were significant and not predicted by grade, gender or prior academic preparation. Free-choice projects of students showed statistically greater (correct) use of key concepts compared to those not in the study.

Implications: Our work demonstrates the promise of novel approaches such as interactive non-programming activities for deeper understanding of programming concepts.

KEYWORDS:

• Computer science education
• CS concepts
• introducing programming
• novice programmer
• curriculum design
• K-12 CS education
• variables
• expressions
• Boolean logic
• abstraction

Acknowledgments

We thank the National Science Foundation for grant funding support (NSF #1543062). We are grateful to Jeremy Roschelle, Satabdi Basu, Matthias Hauswirth, and Bryan Twarek for their assistance and intellectual contributions, and to research staff at SRI International as well as teachers and students for their participation in this research.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by the National Science Foundation, USA, under Grant 1543062.

Notes on contributors

Shuchi Grover

Shuchi Grover, Ph.D., a computer scientist and learning sciences researcher by training, is Chief Learning Scientist at Looking Glass Ventures in Palo Alto, California. Formerly senior research scientist at SRI International, Dr. Grover’s current research focuses on computer science education especially introductory programming and the development of computational thinking skills in preK-12 learners.

Nicholas Jackiw

Nicholas Jackiw is a senior research scientist at the Center for Education Research and Innovation, SRI International working in mathematics and computer science education. He also designs and develops software for learners of mathematics, where his work includes The Geometer’s Sketchpad and TouchCounts.

Patrik Lundh

Patrik Lundh, Ph.D., is a senior education researcher at the Center for Education Research and Innovation, SRI International. Dr. Lundh conducts research in K-12 science, mathematics, and computer science education in school and afterschool settings. He has extensive experience in qualitative research methods, design research, curriculum implementation and evaluation research.