![]() ![]() But does this delay in experiencing text-based languages discourage students too early? Block-based is the de facto teaching tool in schools – mostly due to facility and also teacher specialism. This also raises a question of KS1 and KS2 curricula. And, how valuable is that experience for those that do not want to study GCSE Computer Science? Some students may well never encounter textually defined languages. There is also the consideration that engagement through block-based languages is significant. It could be beneficial to use block-based to teach simplistic concepts initially, but then transition smoothly and expediently to using those in text-based languages. The phrase “short term pain for long term gain” comes to mind. But I would suggest that prolonged use could potentially start to put people off. The instant results and visually appealing IDE are the hook. To text or to block?īlock-based languages do hook people in to programming. "Programming is fun" responses showed that, as the course developed those who started in blocks and moved to Java liked it less, than those who started in text-based from the start.Ĭonfidence scores by the end of the course were stronger in students who started with text-based languages earlier in the assessments. Those who started with block-based learning felt programming was harder than those who started with text. Whilst no significant difference was noted from mid-course to end of course in perception, those who started in the text-based course appeared to less change in their perception. Programming is hard was one question they posed (see pp 283-285). What is also significant is that attainment, confidence and progress is on an upward trajectory, whereas block-based is downwards. Text-based languages show slower early progress – but by the end of the 15-week course, show a similar level of attainment. This means that if struggling with a loop in Java, the teacher was asked not to prompt about any block-based similarities that they may have met before. It is worth noting though that the transition in this study into textually-derived from block-based required teachers to NOT link prior knowledge gained from block-based study – and therefore this must be taken into consideration. Using block-based for too long may make text-based languages appear more inaccessible. There is also interesting discussion on understanding of concepts. However, this is countered by feeling that it ‘is not realistic’ and then does not translate into text-based languages a smoothly as hoped. Personal conclusionsīlock-based languages tend to lead to quicker engagement and early ‘quick steps forward’. However, the data does seem to infer that potentially, over a longer period, textually-derived languages win-out with respect to both progress, feeling of attainment and realism. Others (myself included) feel more strongly that starting with strictly-defined (sorry Python!) high-level textually-derived languages provide much firmer fundamentals on which to progress.Īfter reading the (entire) dissertation – I feel that in part both approaches are justified. They cite engagement and speed of learning. ![]() Many people advocate block-based languages over textually-derived ones. It is however, worth the read - as are his other papers which can be downloaded here. Sometimes you partly wish you hadn’t asked! David Weintrop’s dissertation for his PhD, entitled: “Modality Matters: Understanding the Effects of Programming Language Representation in High School Computer Science Classrooms” is no short read – clocking in at over 400 pages. The article was short, and I wrote to the author to ask if there was more… Research counts?Īs part of the research community, I came across a short publication comparing the use of block-based languages, textually-defined languages, and a hybrid between the two. These pedagogies must be absorbed and adapted quickly. ![]() In such a cutting edge and ‘recent’ subject/discipline, we must be open to the fact that better ways of teaching will emerge. It is something I would encourage all teachers to engage with. ![]() Part of the National Centre for Computing Education’s remit is to help spread research in a usable form to teachers to help inform pedagogy. Teaching the piano, singing, and to be honest, most disciplines have tried and tested routes. It was a well-practised route, and one that I, later, used with my pupils. When I started learning the piano – I started with “John Thompson’s Easy Piano Course”. Teaching computer programming languages – to text, or block – the teacher’s conundrum. ![]()
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