Nothing Special   »   [go: up one dir, main page]

skip to main content
10.1145/3328778.3372653acmconferencesArticle/Chapter ViewAbstractPublication PagessigcseConference Proceedingsconference-collections
poster
Public Access

Designing Block-Based Programming Language Features to Support Upper Elementary Students in Creating Interactive Science Narratives

Published: 26 February 2020 Publication History

Abstract

Recent years have seen a growing recognition of the importance of enabling K-12 students to engage in computational thinking, particularly in elementary grades where students' dispositions toward STEM are developing. Block-based programming has emerged as an effective tool for engaging these novice learners in computational thinking. At the same time, digital storytelling has emerged as a promising avenue for creating motivating problem-solving scenarios that engage students in science investigations. Although block-based programming and digital storytelling are in many ways synergistic, there is a lingering question of how to design block-based languages at an age-appropriate level to enable effective and engaging storytelling. In this work, we review design principles from prior block-based and digital storytelling systems as well as propose the design of block-based programming language features to enable the creation of rich, interactive science narratives by upper elementary students.

References

[1]
B. Robin. 2008. Digital storytelling: A powerful technology tool for the 21st century classroom. Theory into practice, 47(3), 220--228.
[2]
Y. Yang and W. Wu. 2012. Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: A year-long experimental study. Computers & Education, 59(2), 339--352.
[3]
D. Franklin, G. Skifstad, R. Rolock, I. Mehrotra, V. Ding, A. Hansen, D. Weintrop, and D. Harlow. 2017. Using upper-elementary student performance to understand conceptual sequencing in a blocks-based curriculum. In Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education. ACM Press, New York, NY, 231--236.

Cited By

View all
  • (2021)First Steps Towards Automatically Defining the Difficulty of Maze-Based Programming ChallengesIEEE Access10.1109/ACCESS.2021.30750279(64211-64223)Online publication date: 2021

Index Terms

  1. Designing Block-Based Programming Language Features to Support Upper Elementary Students in Creating Interactive Science Narratives

      Recommendations

      Comments

      Please enable JavaScript to view thecomments powered by Disqus.

      Information & Contributors

      Information

      Published In

      cover image ACM Conferences
      SIGCSE '20: Proceedings of the 51st ACM Technical Symposium on Computer Science Education
      February 2020
      1502 pages
      ISBN:9781450367936
      DOI:10.1145/3328778
      Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for third-party components of this work must be honored. For all other uses, contact the Owner/Author.

      Sponsors

      Publisher

      Association for Computing Machinery

      New York, NY, United States

      Publication History

      Published: 26 February 2020

      Check for updates

      Author Tags

      1. block-based programming
      2. digital storytelling

      Qualifiers

      • Poster

      Funding Sources

      Conference

      SIGCSE '20
      Sponsor:

      Acceptance Rates

      Overall Acceptance Rate 1,595 of 4,542 submissions, 35%

      Upcoming Conference

      SIGCSE TS 2025
      The 56th ACM Technical Symposium on Computer Science Education
      February 26 - March 1, 2025
      Pittsburgh , PA , USA

      Contributors

      Other Metrics

      Bibliometrics & Citations

      Bibliometrics

      Article Metrics

      • Downloads (Last 12 months)68
      • Downloads (Last 6 weeks)8
      Reflects downloads up to 14 Dec 2024

      Other Metrics

      Citations

      Cited By

      View all
      • (2021)First Steps Towards Automatically Defining the Difficulty of Maze-Based Programming ChallengesIEEE Access10.1109/ACCESS.2021.30750279(64211-64223)Online publication date: 2021

      View Options

      View options

      PDF

      View or Download as a PDF file.

      PDF

      eReader

      View online with eReader.

      eReader

      Login options

      Media

      Figures

      Other

      Tables

      Share

      Share

      Share this Publication link

      Share on social media