Comparing loops misconceptions in block-based and text-based programming languages at the K-12 level

摘要

What are the specifics of the computer programming learning process in primary and secondary schools (K-12)? Are there significant differences from the college level? How can instructors prevent students' programming misconceptions? Which would be the best approach? This paper addresses such questions. One of the challenges is the required abstraction thinking, which is reached after the age of 12. In this context, attracting K-12 students to the affective dimension of programming becomes crucial. This implies properly choosing the programming language and the learning context. The programming languages for novices should be simple, with the learning focus on semantics rather than syntax. Such languages should be an "easy-start," offering a visually intuitive environment. This allows teachers to shift the learning context from problem solving to programming games, storytelling, and animation, which in turn improves motivation.