Changing minds: computers, learning, and literacy
Changing minds: computers, learning, and literacy
Mindstorms: children, computers, and powerful ideas
Mindstorms: children, computers, and powerful ideas
Programming by choice: urban youth learning programming with scratch
Proceedings of the 39th SIGCSE technical symposium on Computer science education
Expressing computer science concepts through Kodu game lab
Proceedings of the 42nd ACM technical symposium on Computer science education
K-12 game programming course concept using textual programming
Proceedings of the 42nd ACM technical symposium on Computer science education
Building upon and enriching grade four mathematics standards with programming curriculum
Proceedings of the 43rd ACM technical symposium on Computer Science Education
Proceedings of the 43rd ACM technical symposium on Computer Science Education
What do students learn about programming from game, music video, and storytelling projects?
Proceedings of the 43rd ACM technical symposium on Computer Science Education
The importance of students' attention to program state: a case study of debugging behavior
Proceedings of the ninth annual international conference on International computing education research
Modeling the learning progressions of computational thinking of primary grade students
Proceedings of the ninth annual international ACM conference on International computing education research
Five years of game programming outreach: understanding student differences
Proceedings of the 45th ACM technical symposium on Computer science education
CS principles goes to middle school: learning how to teach "Big Data"
Proceedings of the 45th ACM technical symposium on Computer science education
Spreading the word: introducing pre-service teachers to programming in the K12 classroom
Proceedings of the 45th ACM technical symposium on Computer science education
Children's perceptions of what counts as a programming language
Journal of Computing Sciences in Colleges
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This study compares the attitudinal and learning outcomes of sixth grade students programming in either Logo or Scratch. Given proposed affordances of the visual programming language, Scratch, I hypothesized that those students learning Scratch would demonstrate greater competence in interpreting loops and conditional statements and would have more positive attitudes towards programming. However, differences in performance between the two groups appeared only in the greater ability of the students that learned Scratch to interpret conditional statements. Contrary to our hypothesis, we found that students that learned Logo had on average higher confidence in their ability to program and students were no more likely to plan to continue to program after the course or view the learning of topics as difficult if they learned Logo or Scratch.