Collaboration and discourse while programming the KidSim microworld simulation

Abstract

How does group discussion predict performance while small groups of children work at a programming exercise? This question was approached using 11–14 year old children being introduced to a programming environment (KidSim) that employs graphical re-write rules and programming by direct demonstration. KidSim enables identification of the separate stages of rule writing and testing by the non-group observer. After an introduction to KidSim the groups were set an exercise in which a number of rules were to be written. The children were allowed as long as necessary to complete the exercise, and all groups succeeded. The time allocated to different components of the exercise were related to discussions that occurred during performance. Writing was associated with comments that suggested actions to be taken, and testing was associated with comments that offered opinions, evaluations, and analyses.