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Articoli di riviste sul tema "Programming Microworlds"

Autore: Grafiati
Pubblicato: 4 giugno 2021
Ultima modifica: 18 febbraio 2022

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1

Goldenberg, E. Paul, Cynthia J. Carter, June Mark, Kristen Reed, Deborah Spencer, and Kate Coleman. "Programming as Language and Manipulative for Second-Grade Mathematics." Digital Experiences in Mathematics Education 7, no. 1 (2021): 48–65. http://dx.doi.org/10.1007/s40751-020-00083-3.

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AbstractThis article reports on an exploration of how second-graders can learn mathematics through programming. We started from the theory that a suitably designed programming language can serve children as a language for expressing and experimenting with mathematical ideas and processes in order to do mathematics and thereby, with appropriate tasks and teaching, learn and enjoy the subject. This is very different from using the computer as a teaching app or a digital medium for exploration. Children tackled genuine puzzles – problems for which they did not already have a pre-learned solution.
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Ippel, Martin J., and Caroline J. M. Meulemans. "A Cybernetic Approach to Study the Learnability of the Logo Turtle World." Journal of Educational Computing Research 19, no. 2 (1998): 191–221. http://dx.doi.org/10.2190/gtyq-4v7t-jf82-4mng.

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Abstract (sommario):
Research has demonstrated that children experience great difficulty in gaining mastery of the syntax and the semantic structure of the LOGO programming environment. The study presented in this article tests the hypothesis that simplification of the semantic structure will facilitate semantic understanding and acquisition of syntax knowledge within the LOGO Turtle World. Two microworlds were designed to carry out the same class of tasks using an identical set of basic commands, but comprising a different semantic structure. They were designed applying the theory of automata and abstract languag
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Glezou, Katerina, and Maria Grigoriadou. "Teacher Training in Logo Programming by using Preconstructed Reusable Microworlds." International Journal of Learning: Annual Review 17, no. 1 (2010): 347–64. http://dx.doi.org/10.18848/1447-9494/cgp/v17i01/46830.

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Sorensen, Andrew. "How music and programming led me to build digital microworlds." Communications of the ACM 64, no. 9 (2021): 7. http://dx.doi.org/10.1145/3476462.

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5

Watson, J. Allen, Sandra L. Calvert, and Laird A. Popkin. "Microworlds, Sprites, Logo, and Young Children: A Multipurpose Software Application." Journal of Educational Technology Systems 15, no. 2 (1986): 123–36. http://dx.doi.org/10.2190/813k-nvyn-ym7a-lfg2.

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Parkworld is a multipurposed microcomputer program which was designed and developed to meet the educational demand for creative, user-controlled software. Parkworld is predicated on Piaget's developmental theory and utilizes a microworld/discovery learning format. The software is designed for prekindergarten to fifth grade students and may be used to teach and test story line development, reading, sorting/classification, fundamental concepts, spelling, keyboarding, divergent/convergent thinking, and LOGO programming. Programming procedures are described so that Parkworld may be duplicated or a
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Cohen, Rina, and Esther Geva. "Designing Logo-like Environments for Young Children: The Interaction between Theory and Practice." Journal of Educational Computing Research 5, no. 3 (1989): 349–77. http://dx.doi.org/10.2190/xhx6-5gyj-dmk1-45re.

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Recent Logo research documents young children's difficulties in learning Logo programming. This article describes a systematic approach to designing a series of increasingly complex Logo-like environments tailored to primary children. The approach involves a combination of theoretical principles related to cognitive development and practical considerations based on Logo research and classroom observations. The article first examines reports on difficulties encountered by young school children in learning the standard Logo language. A brief review of the psychological-cognitive literature on th
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7

Panselinas, Giorgos, Efi Fragkoulaki, Nikolaos Angelidakis, Stavros Papadakis, Eleytherios Tzagkarakis, and Vassileios Manassakis. "Monitoring Students’ Perceptions in an App Inventor School Course." European Journal of Engineering Research and Science, CIE (March 8, 2018): 5. http://dx.doi.org/10.24018/ejers.2018.0.cie.633.

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MIT App Inventor is a block-based programming environment for children and teenagers that sets a “low floor” for allowing creative app building while engaging students in complex computational thinking activities. The present study aims at (a) monitoring students’ perceptions on ‘popularity’ and ‘perceived difficulty’ of certain activities/lessons through the implementation of an App Inventor course in a Greek lower high school, (b) detecting any course design or activity/lesson plan and implementation factors that affected students’ perceptions and finally (c) evaluating their experience with
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Xinogalos, Stelios, Maya Satratzemi, and Christos Malliarakis. "Microworlds, games, animations, mobile apps, puzzle editors and more: What is important for an introductory programming environment?" Education and Information Technologies 22, no. 1 (2015): 145–76. http://dx.doi.org/10.1007/s10639-015-9433-1.

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Areshchankau, I. S. "Development of the learning game environment "Bukashka" ("Ladyb ug") Using client web technologies." Informatics in school, no. 6 (September 25, 2021): 32–38. http://dx.doi.org/10.32517/2221-1993-2021-20-6-32-38.

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The theme "Algorithmization and programming" is one of the most difficult in the school informatics course. The computer programs that implement models of microworlds in which virtual actors operate help to explain the basic concepts of this theme for schoolchildren.The best visualization can be achieved using learning environments with drawing actors. The learning environment "Kangaroo Ru" provides the most simple model. It was developed in the early 1990s as a part of an educational project for IBM PS/2 computers running the DOS operating system.The usage of "Kangaroo Ru" is fraught with dif
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Xinogalos, Stelios. "An Evaluation of Knowledge Transfer from Microworld Programming to Conventional Programming." Journal of Educational Computing Research 47, no. 3 (2012): 251–77. http://dx.doi.org/10.2190/ec.47.3.b.

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Stelios, Xinogalos, and Satratzemi Maya. "The hands-on activities of the programming microworld objectKarel." ACM SIGCSE Bulletin 37, no. 3 (2005): 384. http://dx.doi.org/10.1145/1151954.1067586.

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Underwood, Geoffrey, Jean Underwood, Karen Pheasey, and David Gilmore. "Collaboration and discourse while programming the KidSim microworld simulation." Computers & Education 26, no. 1-3 (1996): 143–51. http://dx.doi.org/10.1016/0360-1315(95)00071-2.

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Xinogalos, Stelios, Maya Satratzemi, and Vassilios Dagdilelis. "An introduction to object-oriented programming with a didactic microworld: objectKarel." Computers & Education 47, no. 2 (2006): 148–71. http://dx.doi.org/10.1016/j.compedu.2004.09.005.

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14

Vosinakis, Spyros, George Anastassakis, and Panayiotis Koutsabasis. "Teaching and learning logic programming in virtual worlds using interactive microworld representations." British Journal of Educational Technology 49, no. 1 (2016): 30–44. http://dx.doi.org/10.1111/bjet.12531.

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15

Lopez, Antonio M. "Fostering Thinking with Declarative Programming and Story Telling: A Microworld of Space Travel and Robots." Journal of Educational Technology Systems 21, no. 3 (1993): 239–50. http://dx.doi.org/10.2190/tfkv-17ju-bnxw-7an9.

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Abstract (sommario):
Due to pervasively poor test scores around the country in mathematics and reading, educators are seeking to foster thinking across the curriculum. This article shows that a declarative programming environment and story telling can be used for the knowledge restructuring required to stimulate and motivate higher order thinking skills.
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Nurbekova, Zh K., and Т. Тolganbaiuly. "FORMATION OF PROFESSIONAL COMPETENCE OF UNIVERSITY STUDENTS IN THE PROCESS OF PROJECT-ORIENTED TRAINING IN MICROWORKS PROGRAMMING." BULLETIN Series of Physics & Mathematical Sciences 70, no. 2 (2020): 264–70. http://dx.doi.org/10.51889/2020-2.1728-7901.42.

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This article presents the key competencies for an IT specialist, which are formed during project-oriented training during the programming of microrobots. A pedagogical experiment was carried out using this technique when studying the programming of microrobots at the Faculty of Information Technology (L.N. Gumilyov ENU). The project was selected taking into account the characteristics of the basic components of the microrobots. As the training platform, we chose the Arduino microcontroller. The study identified the basic requirements for aspiring candidates for positions in the IT industry on
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Xinogalos, Stelios. "Programming Serious Games as a Master Course: Feasible or Not?" Simulation & Gaming 49, no. 1 (2017): 8–26. http://dx.doi.org/10.1177/1046878117747014.

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Background. Higher education on simulation & gaming has a long history with several master degrees offered by Universities worldwide. Currently, the popularity of Serious Games (SGs) has resulted in an increased interest on relevant master degrees. Despite the large number of master degrees on games in general, the literature on designing and evaluating relevant courses in higher education is rather limited. Aim. This article aims at contributing on the field of SGs higher education by reporting on the design and evaluation of a graduate course on ‘SGs Programming’. The course aims at prov
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18

Kuzmenko, O. S., I. M. Savchenko, and V. B. Demianenko. "FEATURES OF FORMATION OF ENGINEERING STEM COMPONENT IN TEACHING PHYSICS AND TECHNICAL DISCIPLINES IN INNOVATIVE EDUCATIONAL AND SCIENTIFIC ENVIRONMENT." Scientific Notes of Junior Academy of Sciences of Ukraine, no. 3(19) (2020): 48–58. http://dx.doi.org/10.51707/2618-0529-2020-19-06.

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The article considers the current problems of implementation of STEM-technologies and the separation of engineering STEM-component, which is important for the formation of STEM-competencies in subjects of study. Teaching physics to students of non-physics specialties in technical institutions of higher education in the context of reforming physics education is carried out, as a rule, in the I–II courses. The content of the discipline “Physics” needs to be modernized in accordance with modern achievements of physics science and didactic principles of construction of the course of physics, consi
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19

Pelánek, Radek, and Tomáš Effenberger. "Design and analysis of microworlds and puzzles for block-based programming." Computer Science Education, October 28, 2020, 1–39. http://dx.doi.org/10.1080/08993408.2020.1832813.

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Costa, Joana Martinho. "Microworlds with Different Pedagogical Approaches in Introductory Programming Learning: Effects in Programming Knowledge and Logical Reasoning." Informatica 43, no. 1 (2019). http://dx.doi.org/10.31449/inf.v43i1.2657.

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21

Egliston, Ben. "Building Skill in Videogames: A Play of Bodies, Controllers and Game-Guides." M/C Journal 20, no. 2 (2017). http://dx.doi.org/10.5204/mcj.1218.

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IntroductionIn his now-seminal book, Pilgrim in the Microworld (1983), David Sudnow details his process of learning to play the game Breakout on the Atari 2600. Sudnow develops an account of his graduation from a novice (having never played a videogame prior, and middle-aged at time of writing) to being able to fluidly perform the various configurative processes involved in an acclimated Breakout player’s repertoire.Sudnow’s account of videogame skill-development is not at odds with common-sense views on the matter: people become competent at videogames by playing them—we get used to how contr
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