Block-based Affordances
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We categorize this difference as '''internal''' (cognitive) vs. <--> '''external''' (communicative); these categories provide the first dimension of our framework. | We categorize this difference as '''internal''' (cognitive) vs. <--> '''external''' (communicative); these categories provide the first dimension of our framework. | ||
The second dimension along which programming representations can differ comes from the computer science education literature, where a distinction is made between the '''act of generating a program''' and <--> '''that of comprehending one''' [25]. | The second dimension along which programming representations can differ comes from the computer science education literature, where a distinction is made between the '''act of generating a program''' and <--> '''that of comprehending one''' [25]. | ||
| + | |||
| + | === Table == | ||
| + | |||
{| border=1 | {| border=1 | ||
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(Communicative) | (Communicative) | ||
|Means for expression | |Means for expression | ||
| + | Serving as a means for expressing ideas to the computer | ||
|Record of previously <br /> expressed intentions | |Record of previously <br /> expressed intentions | ||
|- | |- | ||
!Internal | !Internal | ||
(Cognitive) | (Cognitive) | ||
| − | |Source of Ideas | + | |Source of Ideas for constructions |
|Resource used in | |Resource used in | ||
meaning-making | meaning-making | ||
Версия 12:47, 3 января 2019
Through analyzing novices playing a program-to-play constructionist video game, we identify four distinct usages of the programming language: (
- 1) serving as a means for expressing ideas to the computer,
- (2) providing a record of previously articulated intentions,
- (3) acting as a source of ideas for construction, and
- (4) mediating the meaning-making process.
In formulating our framework for categorizing the ways that novices use block-based languages, we looked to the literature and found two distinct dimensions along which mediational roles differ that could lead to a productive classification that fit our emerging findings.
Programming in block-based programming environments takes the form of dragging blocks into a composition area and snapping them together to form scripts.
We categorize this difference as internal (cognitive) vs. <--> external (communicative); these categories provide the first dimension of our framework. The second dimension along which programming representations can differ comes from the computer science education literature, where a distinction is made between the act of generating a program and <--> that of comprehending one [25].
= Table
| Generative | Interpretive | |
|---|---|---|
| External
(Communicative) |
Means for expression
Serving as a means for expressing ideas to the computer |
Record of previously expressed intentions |
| Internal
(Cognitive) |
Source of Ideas for constructions | Resource used in
meaning-making |
We see this ontology as productive in that each dimension suggests a pattern of use for novices and provides a lens for studying the ways the representational system is being appropriated by the learner. Further, the application of this framework can be used to inform the evaluation and design of programming languages. This framework is not meant to be definitive, but instead is one possible way to categorize novice interactions with programming environments.
