Relevant bibliographies by topics / Code.org

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Book chapters
  4. Conference papers

Academic literature on the topic 'Code.org'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Code.org.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Code.org"

1

Wilson, Cameron. "What's Up Next for Code.org?" Computer 46, no. 8 (August 2013): 95–97. http://dx.doi.org/10.1109/mc.2013.292.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Aguilar Enríquez, Franklin Daniel. "Uso de lenguajes de programación para desarrollar el razonamiento lógico matemático en los niños." Revista Científica UISRAEL 6, no. 2 (June 21, 2019): 64–72. http://dx.doi.org/10.35290/rcui.v6n2.2019.114.

Full text
Abstract:
La investigación se centra en el lenguaje de programación utilizado en Code.org para el desarrollo del razonamiento lógico matemático en los niños de nivel medio de educación básica en el Ecuador, el cual se considera como el más idóneo para que los niños trabajen en la programación informática, ya que cuenta con una interfaz gráfica amigable y se programa sobre objetos, todo lo cual ayuda además a mejorar su desempeño en otras áreas. La vinculación de los conceptos Code.org, del lenguaje de programación y de la lógica matemática constituye la guía primordial de la investigación que, en definitiva, tiene como finalidad comprobar, en el contexto ecuatoriano, si la programación ejerce o no alguna influencia sobre la capacidad lógica matemática del niño, y, de ejercerla, de qué forma lo hace, cuál es su metodología y cuáles son los fundamentos pedagógicos en el proceso de enseñanza-aprendizaje. Los resultados finales reflejaron que la enseñanza del lenguaje de programación en Code.org estimula la capacidad lógico-matemática de los estudiantes, tanto de manera general como en cada uno de los indicadores estudiados.
APA, Harvard, Vancouver, ISO, and other styles
3

Kaminski, Márcia Regina, and Clodis Boscarioli. "Uso do ambiente Code.org para ensino de programação no Ensino Fundamental I - uma experiência no Desafio Hora do Código." Revista ENCITEC 9, no. 1 (April 27, 2019): 63. http://dx.doi.org/10.31512/encitec.v9i1.2499.

Full text
Abstract:
<p class="ResumoRevista"><strong>Resumo: </strong>O ensino de programação pode oferecer importantes contribuições ao desenvolvimento dos estudantes. Vários movimentos incentivam o ensino de programação nas escolas por meio de eventos como os da Hora do Código. A plataforma Code.org é um ambiente utilizado para promoção destes eventos que disponibiliza gratuitamente jogos educacionais para o ensino de programação. Este trabalho relata a experiência da participação de alunos de 2º a 5º ano de Ensino Fundamental I de uma escola pública em um destes eventos ocorrido no Estado do XXXXXX. Os resultados positivos motivaram a escola a estender as atividades com a plataforma Code.org para alunos de 1º ano e Educação Infantil. Os resultados dessas experiências são também detalhados.</p><p><strong>Abstract:</strong> The teaching of programming is gaining space in the school environment given the contributions it can offer to student development. Several movements encourage this work in schools through events such as Hora do Código. The Code.org platform is an environment used to promote these events that provides free educational games for programming learning. This paper reports the experience of the participation of students from 2nd to 5th year of Elementary School I of a public school in one of these events occurred in the State of XXXX. The positive results motivated the school to extend its activities with the Code.org platform for 1st year students and Early Childhood Education. The results of these experiments are also detailed.</p><p> </p>
APA, Harvard, Vancouver, ISO, and other styles
4

IPEK, Jale. "Examination of Preservice Teachers’ Views on Peer Learning." Journal of Education and Learning 10, no. 3 (May 14, 2021): 149. http://dx.doi.org/10.5539/jel.v10n3p149.

Full text
Abstract:
This study aimed to examine the preservice teachers&rsquo; views on the process after entering Code.org and block-based programming (Scratch) training programs, which are carried out by the peer learning method. The study group of the research consists of 41 preservice teachers at the Computer Education and Instructional Technologies departments of a state university and took the Special Teaching Methods 2 course in the spring semester of the 2017-2018 academic year. Considering the criteria determined by the researcher, 7 preservice teachers were selected as educators. As students, 34 preservice teachers participated in the study. In this study, a qualitative research method was used to determine the opinions of preservice teachers on the Code.org and Scratch training programs, which are carried out by the peer learning method. As a data collection tool, the opinion form for the Code.org training programs, the structure of opinion determination on the Scratch training programs, and the personal information form were used. The total duration of the study consists of eight weeks. Data from the preservice teachers were collected weekly using data collection tools and a content analysis technique used in the analysis of the data. At the end of the study, the opinions of the preservice teachers on the study conducted with the peer learning method were determined. It can be said that preservice teacher generally has positive views on peer learning and are satisfied with the peer learning method.
APA, Harvard, Vancouver, ISO, and other styles
5

Kalelioğlu, Filiz. "A new way of teaching programming skills to K-12 students: Code.org." Computers in Human Behavior 52 (November 2015): 200–210. http://dx.doi.org/10.1016/j.chb.2015.05.047.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Rim, Hwakyung. "A Study on Teaching using Website 'Code.org' in Programming Education based on Computational Thinking." Journal of Korea Multimedia Society 20, no. 2 (February 28, 2017): 382–95. http://dx.doi.org/10.9717/kmms.2017.20.2.382.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Novianto, Sendi, Acun Kardianawati, Umi Rosyidah, and Hanny Haryanto. "Pelatihan Berpikir Praktis Melalui Permainan Komputer untuk Siswa SD ISBA 2 Semarang." ABDIMASKU : JURNAL PENGABDIAN MASYARAKAT 3, no. 2 (June 15, 2020): 1. http://dx.doi.org/10.33633/ja.v3i2.82.

Full text
Abstract:
Bermain adalah salah satu kegiatan anak yang tidak dapat dihindari. Kegiatan tersebut adalah kebutuhan utama yang wajib dipenuhi untuk menunjang masa depan mereka. Dari permainan yang dimainkan oleh anak-anak, biasanya merupakan cerminan dari sikap mereka dimasa depan. Dengan adanya perkembangan didunia komputer, permainan menjadi salah satu favorit anak-anak. Untuk dapat memberikan masukan yang positif guna membangun pikiran kritis dalam memecahkan permasalahan, kita dapat memberikan dan mengarahkan anak-anak untuk memainkan game yang bisa membentuk pola tersebut. Code.org adalah salah satu lembaga non profit yang membuat game untuk melatih anak-anak belajar coding pemrograman melalui permainan komputer. Terbukti anak-anak yang memainkan game ini, menjadikan mereka lebih semangat dalam memecahkan permasalahan yang ada.
APA, Harvard, Vancouver, ISO, and other styles
8

Çakıroğlu, Ünal, and Suheda Mumcu. "Focus-Fight-Finalize (3F): Problem-Solving Steps Extracted From Behavioral Patterns in Block Based Programming." Journal of Educational Computing Research 58, no. 7 (June 23, 2020): 1279–310. http://dx.doi.org/10.1177/0735633120930673.

Full text
Abstract:
This exploratory study attempts to determine problem solving steps in block based programming environments. The study was carried out throughout one term within Code.org. Participants were 15 6th grade secondary school students enrolled in an IT course at a public secondary school. Observations, screenshots and interviews were analyzed together to find out what students do and what they think during problem solving process. As a result, three main steps (focus, fight and finalize) were extracted from students’ behavioral patterns. The results suggest that three steps occur in linear or cyclic manner with regard to the programming constructs required for the solution of the problem. Implications for instructors who desire to provide a better learning experience on problem solving through block-based programming are also included.
APA, Harvard, Vancouver, ISO, and other styles
9

Du, Jie, Hayden Wimmer, and Roy Rada. "“Hour of Code”: Can It Change Students’ Attitudes toward Programming?" Journal of Information Technology Education: Innovations in Practice 15 (2016): 053–73. http://dx.doi.org/10.28945/3421.

Full text
Abstract:
The Hour of Code is a one-hour introduction to computer science organized by Code.org, a non-profit dedicated to expanding participation in computer science. This study investigated the impact of the Hour of Code on students’ attitudes towards computer programming and their knowledge of programming. A sample of undergraduate students from two universities was selected to participate. Participants completed an Hour of Code tutorial as part of an undergraduate course. An electronic questionnaire was implemented in a pre-survey and post-survey format to gauge the change in student attitudes toward programming and their programming ability. The findings indicated the positive impact of the Hour of Code tutorial on students’ attitude toward programming. However, the students’ programming skills did not significantly change. The authors suggest that a deeper alignment of marketing, teaching, and content would help sustain the type of initiative exemplified by the Hour of Code.
APA, Harvard, Vancouver, ISO, and other styles
10

Zarza Gonzalez, Manuel, and Josep Holgado García. "Competencia de pensamiento computacional en la educación no formal." Edutec. Revista Electrónica de Tecnología Educativa, no. 72 (June 17, 2020): 68–87. http://dx.doi.org/10.21556/edutec.2020.72.1575.

Full text
Abstract:
Aunque la trayectoria de la educación en el tiempo libre es dilatada, frecuentemente se subestima su potencial pedagógico y no es considerada como una opción para el desarrollo de competencias para la vida. De esta manera, tampoco se debe obviar el poder de la educación no formal como ámbito para la educación de competencias en una sociedad digital. Es por este motivo que el presente artículo aborda el desarrollo de la Competencia de Pensamiento Computacional en los contextos de educación no curricular. Para lograr los objetivos de la investigación, se plantea un estudio sujeto a una pequeña muestra participante en un casal de verano. La discusión de los datos obtenidos demuestra una mejora en el grado de conocimiento de los contenidos computacionales, tanto conceptuales como procedimentales, además de desarrollar un abanico de conocimientos del ámbito saber ser gracias al seguimiento de una secuencia didáctica basada en el uso del recurso digital Code.org
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Code.org"

1

Pasqual, Júnior Paulo Antonio. "Pensamento computacional e formação de professores: uma análise a partir da plataforma Code.org." reponame:Repositório Institucional da UCS, 2018. https://repositorio.ucs.br/11338/4155.

Full text
Abstract:
O pensamento computacional tem sido discutido na literatura como uma nova competência para o cidadão do século XXI. Nesse caminho, a inclusão da Ciência da Computação e de linguagens de programação nas escolas têm acontecido em diversos países. O tema perpassa a educação e, consequentemente, a formação de professores. Embora diversas discussões na academia tenham emergido acerca do tema, ainda existem poucos estudos que se dedicam a discutir questões ligadas à formação de professores no cenário nacional. Esta dissertação objetiva analisar as concepções de ensino e aprendizagem presentes em uma plataforma on-line, com o intuito de criar indicadores para a docência que possam nortear processos de formação pedagógica. Para amparar teoricamente este estudo, foram utilizadas as bases teóricas do construtivismo e construcionismo, tendo como expoentes Jean Piaget, Seymour Papert e seus seguidores. Esta pesquisa caracteriza-se como estudo de caso, de cunho exploratório, e tem como fonte de análise a plataforma Code.org. Por se tratar de um estudo de caso, foram elencadas como fontes de evidências postagens de dois tópicos de um fórum, planos de aula e atividades on-line. A metodologia utilizada para a análise das fontes de evidências foi a Análise Textual Discursiva, em que emergiram três grandes categorias: Concepções de Aprendizagem, Aspectos Dificultadores da Aprendizagem e Aspectos Promotores da Aprendizagem. Os resultados obtidos a partir das categorias emergentes evidenciam que as concepções de aprendizagem presentes na plataforma são prioritariamente empiristas, trazendo uma proposta em que os materiais disponíveis para o professor sugerem um modelo de ensino e aprendizagem baseado em uma pedagogia diretiva. Os achados ainda apontam para estratégias de ensino aprendizagem baseadas em atividades on-line, atividades off-line, interação entre pares e, por fim, apresentam aspectos dificultadores para o ensino e a aprendizagem do pensamento computacional, sendo eles tempo, estrutura e dificuldades com TI.
The computational thinking has been discussed in the literature as a new competence for the citizen of the 21st century. In this way, the inclusion of Computer Science and programming languages in schools has been happening in several countries. The theme pervades education and consequently, teacher training. Although several discussions have emerged about the subject in the academy, there are still few studies dedicated to discuss issues related to the teachers training in the national scenario. This dissertation aims to analyze the concepts of teaching and learning present on an online platform, with intent to create indicators for teaching, that may guide pedagogical training processes. In order to support this study theoretically, the theoretical bases of constructivism and constructionism were used, having Jean Piaget, Seymour Papert and their followers as exponents. This research is characterized as an exploratory case study and has the Code.org plataform as source of analysis. As a case study, postings of two forum topics, lesson plans and online activities were listed as sources of evidence. The methodology used for the analysis of the sources of evidence was Discursive Textual Analysis, from which three broad categories emerged: Conceptions of Learning, Difficulting Aspects of Learning and Promoting Aspects of Learning. The obtained results from the emerging categories show that the Conceptions of Learning present in the platform, are primarily empiricists, bringing a purpose in which the available materials for the teacher suggest a teaching and learning model based on a directive pedagogy. The findings still point out to strategies for teaching learning based on online activities, offline activities, interaction between peers, and eventually, show difficulting aspects for teaching and learning of computational thinking, which are: time, structure and difficulties with IT.
APA, Harvard, Vancouver, ISO, and other styles
2

Karlsson, Dennis. "Programmeringens betydelse i grundskolan : En intervju- och observationsstudie." Thesis, Högskolan i Gävle, Elektronik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-22827.

Full text
Abstract:
Med anledning av utbildningsdepartementets förslag att införa programmering som skolämne utfördes en undersökning för att avgöra vad elever och lärare i grundskolan anser om betydelsen av programmering i grundskolan (Utbildningsdepartementet, 2015). Avsikten med undersökningen är att visa om och i så fall hur elever får kunskap genom programmering samt vilken typ av kunskap som kan erhållas. Observationer och kunskapstester genomfördes med grundskoleelever i de tidigare årskurserna. Därtill genomfördes intervjuer med barn och lärare. Resultatet av undersökningen visade att elever och lärare är positivt inställda till programmering i skolan och till de webbaserade blockprogrammeringsprogrammen Code.org och Scratch. Lärare hävdande att programmering kan förbättra elevernas förmåga att kunna lösa vardagliga problem på olika konkreta sätt, en förmåga som sedan kan användas i framtida lärosituationer och i förlängningen även under yrkesutövning. Förskollärare som använder Blue-bot-programmering i sin verksamhet menar att Blue-bot-övningarna ökar barns kunskaper och förståelse i problemlösning.
APA, Harvard, Vancouver, ISO, and other styles
3

Lin, Hsing-Chi, and 林幸淇. "The Study of Applying Code.org to Acquaint 3rd Grade Primary Students with Programming." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/d32t7x.

Full text
Abstract:
碩士
國立清華大學
課程與教學碩士在職專班
106
In recent years, lots of vasual programming software has been developed. In this study, we firstly surveyed the existing paper about Visual Programming and compaired Visual Programming software. Then we selected Code.org as an experiment platform for 3rd grade primary students to learn Programming. In order to inspect feasible of code.org, 51 3rd grade primary students in an elementary school in Daxi District of Taoyuan city were invited to participate in 12-hours Code.org programing learning experiment. Students took a pre-test before they learned Code.org programming online 1 hour per week for 12 weeks. Then, students took a post-test after the experiment. According to the result of the experiment, we found that most participants were highly interested in Code.org programming and they also agreed that it is easy and helpful for them to learn Code.org. This study confirmed that Code.org is suitable for 3rd grade primary students to learn programming. In addition, we also found the boys' performance are better than and the girls' in programming skills, learning attitude and programming ccompishment. Therefor, there is indeed the difference between the boys and the girls in learning Code.org programming.
APA, Harvard, Vancouver, ISO, and other styles
4

Chen, Chia-Ching, and 陳家慶. "A Study of Applying Code.org on Programming for Developing Junior High School Students'' Computational Thinking." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/rb6d96.

Full text
Abstract:
碩士
淡江大學
教育科技學系碩士在職專班
106
In the twenty-first century, information technology is developing very rapidly in techniques, theories, systems and tools. IT is already closely intertwined with the development of human society for all lifestyles are relevant to it. As a result, computational thinking has become an important life skill. 　Recent IT education emphasizes programming and computational thinking abilities. Many countries promote programming education very early on for it is the best way to develop computational thinking. In the 12-year basic education curriculum, IT courses place particular emphasis on the nurturing of students’ “computational thinking”. Through IT course design and practice, students can improve this skill. 　The research utilizes quasi-experimental research methods with quantitative research as the primary approach. The Bebras International Challenge on Informatics and Computational Thinking and the programming motivation scale pretest were given before instruction. A posttest for the same scale and Challenge were also given after instruction, followed by relevant analyses. 　Research results indicate: 　　I. Using Code.org in course instruction is beneficial in improving student Bebras performance. II. Both genders undertook the Code.org course, and gender has no significant difference in learning outcomes. III. There is a positive correlation between the number of cleared Code.org stages and Bebras performance. IV. Using Code.org in course instruction is beneficial in enhancing student learning motivation for programming. V. Using Code.org in course instruction is beneficial in strengthening junior high school seventh grader students’ programming self-efficacy.
APA, Harvard, Vancouver, ISO, and other styles
5

Liao, Sze-yu, and 廖斯于. "Effects of Improving Teaching Strategies Leading in Program Building Blocks on Learning Motivation of Skill-based High School Students' Program Design Course -Taking Code.org as an Example." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/wms3j6.

Full text
Abstract:
碩士
國立交通大學
理學院科技與數位學習學程
105
Learning motivation is an inner psychic factor that can drive students to study. As a teacher, it's a big challenge how to arouse student's learning motivation and aim to the teaching indicators. According to the plan of 12-year Compulsory Education, the programming course is the major curriculum in technology domain, which language is assigned to be one subject of Technological College Entrance Exam, but these students will feel frustrated due to its rigorous procedures and complex grammar. The purpose of this study is to enhance students' learning motivation by the improvement of the comprehensive teaching strategies leading programming building blocks into the course. This research was conducted using Quasi-Experimental Design, The subjects were the first-year students who studied at data processing department in the skill-based high school. They were divided into Experimental and Control group. The former was taught by leading-in programming building blocks with the code.org website 8 hours, and processed by the teaching strategies of ARCS (Attention Relevance Confidence Satisfaction, ARCS) model(Keller, 1987) which was constructed on four factors to stimulate the motivation to learn. The other was taught 8 hours by the traditional method classes. Utilizing evaluation of pre-test and post-test learning motivation questionnaire, this study will discuss the influence of the leading-in programming blocks strategies on students' learning motivation. Significant results were as followed: 1. Leading-in programming blocks matching the teaching strategies can improve the student learning motivation. 2. Interesting teaching materials and getting self-confidence by getting learning acknowledgement can enhance the student learning motivation. 3. Offer the display opportunity of the Highly positive students can be arousing their learning motivation.
APA, Harvard, Vancouver, ISO, and other styles
6

Čuma, Radek. "Utváření představ a osvojování vybraných konceptů používaných při sestavování programů s testovacími podmínkami na 1. stupni ZŠ." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-390462.

Full text
Abstract:
This diploma thesis maps pupils' understanding about a functional principle of using commands along with testing conditions (IF, IF - THEN, REPEAT - UNTIL, etc.) when creating algorithms. The main aim of the thesis is to design and implement a set of lessons and a teaching approach based on a theory about learning of algorithmic concepts at primary education for pupils (aged in 9-11) with the intention of verifying a functionality of designed teaching procedures and their possible impacts on pupils' understanding. Data was collected through continuous monitoring of pupils' behavioural characteristics, progress and solution of chosen tasks, video recordings of task solving within the suggested unplugged activities, using a virtual tool Code.org for monitoring of a pupils' progress, audio recordings of interview with pupils, and photographs capturing a creation of own blocks of commands set up by a transcription from pupils' mother language into a machine language (programming language) have all been used for a verification process of the designed teaching approach. By combining the acquired data sets, adjustments of these procedures have been made in order to eliminate the most frequent problems that pupils have encountered during teaching. The case study findings revealed that it is important for...
APA, Harvard, Vancouver, ISO, and other styles

Book chapters on the topic "Code.org"

1

Nel, Guillaume, and Liezel Nel. "Motivational Value of Code.org’s Code Studio Tutorials in an Undergraduate Programming Course." In Communications in Computer and Information Science, 173–88. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-05813-5_12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Cullen, Theresa A. "Connecting With Industry in Computer Science Education." In Advances in Educational Technologies and Instructional Design, 92–106. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1479-5.ch006.

Full text
Abstract:
As technology becomes a more influential part of our everyday life the need for those skilled in computer science increases. With concerns over the diversity and representation of the computer science pipeline, companies and organizations are stepping up to support teachers in elementary, middle and high schools to help prepare the next generation of programmers and technology workers. This chapter will describe efforts from the tech industry to support teachers in teaching computer science including support of consortia like Code.org, and developing curricula and training. It will also outline efforts working with organizations to train and place computer science professionals in K12 classes to volunteer, teach and provide role models to future computer scientists.
APA, Harvard, Vancouver, ISO, and other styles
3

Allen, Meredith. "Music, Loops, Coding, OH MY! (Beginner)." In The Music Technology Cookbook, 75–80. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780197523889.003.0012.

Full text
Abstract:
The lesson detailed in this chapter can be used by a music teacher looking to introduce loops or DAWs to their students. It could also be used for participating in an Hour of Code school-wide event, or the computer technology teacher could use this lesson in conjunction with their Code.org or similar curriculum. This lesson could be adapted to all ages but is designed predominately for elementary and middle school. Students will learn the importance of loops in reference to computer programming by manipulating loops within Soundtrap to compose their own piece of music. One could also use this activity with colleagues for professional development if the goal is familiarizing and educating oneself with a DAW.
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Code.org"

1

Fiori, Maria, Marina Rocha, and Anna Marques. "Uma experiência de aprendizagem de lógica de programação com Code.org no ensino médio: uma análise por gênero sobre a percepção dos estudantes." In XIII Women in Information Technology. Sociedade Brasileira de Computação - SBC, 2019. http://dx.doi.org/10.5753/wit.2019.6722.

Full text
Abstract:
Levar a programação para estudantes do ensino médio pode facilitar o aprendizado e a compreensão do funcionamento de um algoritmo. Este artigo apresenta uma experimentação com a plataforma Code.org com 28 estudantes de ensino médio da rede pública estadual. O objetivo da experiência foi introduzi-los à lógica de programação e despertar o interesse dos estudantes para os cursos de Computação. O método de avaliação aplicado foi um questionário para avaliação de jogos digitais fornecido pelo modelo MEEGA+ qLevar a programação para estudantes do ensino médio pode facilitar o aprendizado e a compreensão do funcionamento de um algoritmo. Este artigo apresenta uma experimentação com a plataforma Code.org com 28 estudantes de ensino médio da rede pública estadual. O objetivo da experiência foi introduzi-los à lógica de programação e despertar o interesse dos estudantes para os cursos de Computação. O método de avaliação aplicado foi um questionário para avaliação de jogos digitais fornecido pelo modelo MEEGA+ que avalia a experiência do jogador. Uma análise por gênero foi conduzida sobre os resultados da avaliação do Code.orgue avalia a experiência do jogador. Uma análise por gênero foi conduzida sobre os resultados da avaliação do Code.org.
APA, Harvard, Vancouver, ISO, and other styles
2

Charão, Andrea Schwertner, and Francisco Ritter. "Investigando Dificuldades em Recursos do Code.org: Aplicação do Método do Percurso Cognitivo ao Tutorial Artista da Hora do Código." In Simpósio Brasileiro de Informática na Educação. Sociedade Brasileira de Computação, 2020. http://dx.doi.org/10.5753/cbie.sbie.2020.1483.

Full text
Abstract:
Jogos tutoriais da plataforma Code.org têm se popularizado como atividades em larga escala para promover o Pensamento Computacional e desenvolver habilidades de programação. Há pesquisas que avaliam aspectos desses jogos a partir de dados coletados junto a usuários. Neste trabalho, propomos outra abordagem, explorando um método de avaliação de usabilidade -- o percurso cognitivo (cognitive walkthrough). Tal método propõe uma inspeção detalhada da interface com o usuário, conduzida por especialistas. Aplicamos o método ao tutorial "Artista" da Hora do Código, na plataforma Code.org, e identificamos pontos em que o jogo apresenta obstáculos cognitivos aos usuários. Tal resultado pode ser útil a todas iniciativas que se apoiam no Code.org para desenvolver o Pensamento Computacional.
APA, Harvard, Vancouver, ISO, and other styles
3

Kim, Jeong Ah, and Hee Jin Kim. "Flipped Learning of Scratch Programming with code.org." In the 2017 9th International Conference. New York, New York, USA: ACM Press, 2017. http://dx.doi.org/10.1145/3175536.3175542.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Bučková, Hana, and Jiří Dostál. "MODERN APPROACH TO COMPUTING TEACHING BASED ON CODE.ORG." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1337.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Yang, Kai-Hsiang, and Hui-Ying Lin. "Exploring the Effectiveness of Learning Scratch Programming with Code.org." In 2019 8th International Congress on Advanced Applied Informatics (IIAI-AAI). IEEE, 2019. http://dx.doi.org/10.1109/iiai-aai.2019.00225.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Azevedo, Jéssica, Karen da Silva Figueiredo, and Cristiano Maciel. "Programando com a Família: uma Análise por Gênero nas Atividades Code.org." In XII Women in Information Technology. Sociedade Brasileira de Computação - SBC, 2018. http://dx.doi.org/10.5753/wit.2018.3387.

Full text
Abstract:
Este artigo relata a experiência de uma oficina de introdução à programação baseada nas atividades Code.org, com crianças de 7 a 12 anos e seus familiares, utilizando a técnica de programação pareada. Foi realizada uma análise por gênero a partir dos relatórios de desempenho das crianças nas atividades. De forma geral, percebeu-se que embora os meninos concluam mais níveis das atividades, as meninas apresentam um código mais enxuto.
APA, Harvard, Vancouver, ISO, and other styles
7

Popovic, Jovan, Nenad Korolija, Zeljko Markovic, and Dragan Bojic. "Developing algorithmic skills of pupils in Serbian schools using code.org materials." In 2017 25th Telecommunication Forum (TELFOR). IEEE, 2017. http://dx.doi.org/10.1109/telfor.2017.8249483.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Barradas, Rolando, José Lencastre, Salviano Soares, and António Valente. "Developing Computational Thinking in Early Ages: A Review of the code.org Platform." In 12th International Conference on Computer Supported Education. SCITEPRESS - Science and Technology Publications, 2020. http://dx.doi.org/10.5220/0009576801570168.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Sassi, Sabrina B., Cristiano Maciel, and Vinícius Carvalho Pereira. "Experiência com atividades desplugadas do Code.org na disciplina de Língua Estrangeira de uma Escola Estadual." In Workshop sobre Educação em Computação. Sociedade Brasileira de Computação - SBC, 2020. http://dx.doi.org/10.5753/wei.2020.11144.

Full text
Abstract:
Este artigo apresenta um relato de experiência de ensino de conceitos sobre resolução de problemas e algoritmos para alunos de uma escola estadual de ensino fundamental e médio de Mato Grosso, realizada em aulas da disciplina de Língua Inglesa, com objetivo descrever a percepção da professora de Língua Estrangeira – Inglês quanto ao uso de atividades desplugadas em suas aulas. Foram realizadas duas atividades (Happy Maps e Move It, Move It), disponibilizadas pelo Code.org, tendo como metodologia a Computação Desplugada. Os resultados indicam grande participação dos alunos e a aceitação das atividades desplugadas tanto pela professora quanto pelos alunos.
APA, Harvard, Vancouver, ISO, and other styles
10

Fiori, Maria Victoria Soares, Marina Da Silva Rocha, Karina Castelo Branco, and Anna Beatriz Rosangela Marques. "Introdução à lógica de programação no ensino fundamental: uma análise da experiência de alunas com Code.org." In Women in Information Technology. Sociedade Brasileira de Computação - SBC, 2020. http://dx.doi.org/10.5753/wit.2020.11301.

Full text
Abstract:
Pensamento computacional e o raciocínio lógico aumentam a capacidade de deduções e resoluções de problemas, sendo importante o seu aprendizado nos primeiros anos escolares. Esse fato, motivou a experiência de introdução de conceitos de lógica de programação no ensino fundamental. Para isso apresenta-se uma experiência com a plataforma Code.org com 91 estudantes, sendo 45 meninas, dos anos finais do ensino fundamental (6º e 7º ano). Neste artigo, focaremos na análise da experiência do uso da plataforma do ponto de vista das alunas. O objetivo da experiência foi apresentar comandos básicos de programação,oferecendo aos estudantes mecanismos para a resolução de desafios. A experiência utilizou um questionário fornecido pelo modelo MEEGA+ KIDS.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Code.org' for particular source types:
Journal articles
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography