Flip

Ages	12
FieldActivity	Empowered Learner, Computational Thinker
Purpose	Мини-язык для обучения
Visual_Text_Blocks	Выбор между текстом или блоками
Dimension	2D
Openness	Открытый
Address
Ancestors
Descendants
ActiveNow	Project is active
Remixing?	No

Howland, K., Good, J. Learning to communicate computationally with Flip

A bi-modal programming language for game creation. Computers & Education. 80, 224–240 (2015).

Although there is broad agreement that it is important to teach computational thinking skills from a young age, and to people who may never learn to program using commercial languages (Fletcher and Lu, 2009, Guzdial, 2008), deciding which specific skills should be taught is still an emerging endeavour. Perhaps the most fundamental of the evolving set of computational thinking skills is the ability to define clear, specific and unambiguous instructions for carrying out a process: in addition to being an important precursor for computer programming, it is applicable to many other domains of endeavour.

Хотя существует широкое согласие в отношении того, что важно научиться навыкам вычислительного мышления с раннего возраста и людям, которые никогда не могут научиться программировать с использованием коммерческих языков, определяя, какие конкретные навыки следует преподавать все еще является новым делом. Возможно, наиболее фундаментальным из развивающегося набора навыков вычислительного мышления является способность определять четкие, конкретные и однозначные инструкции для выполнения процесса: помимо того, что это умение является важным предшественником для компьютерного программирования, он применим ко многим другим областям деятельности.

Flip, the programming language introduced and examined in this paper, aims to help young people develop computational skills by scaffolding them as they script events while creating their own narrative-based computer games. A combination of two factors makes Flip distinct from other programming languages aimed at teaching young people computing skills. First, as a bi-modal language, it provides a plain English translation of programs composed using graphical blocks. This design feature is intended to help learners understand the meaning of the program beyond the specific arrangement of blocks. Second, it works in conjunction with a commercial game-creation environment which allows children to make substantial progress with their game design before facing the challenge of programming. Programming is introduced as part of the broader activity of game creation, which involves storytelling and world-design. Flip is designed to appeal to girls and boys with a range of interests, and to have a “low floor” (Papert, 1980), in other words, to be sufficiently easy to use such that all users can create simple scripts.

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