Teaching and Assessing for Transfer from Block-to-Text Programming in Middle School Computer Science

Abstract

The growing movement to teach computer science and programming to all students is aimed at preparing students for a future that will require these skills in both Science, Technology, Engineering, and Mathematics (STEM) careers and non-STEM careers. Although introductory programming experiences are usually situated in easy-to-use and engaging block-based programming environments, programming in postsecondary and professional contexts involves text-based languages. This chapter describes research that examined design of introductory block-based programming experiences through Scratch that also worked to prepare middle school students for future text-based programming. Informed by new and old approaches to foster and assess transfer, the middle school curriculum aimed for an appreciation of the varied careers in computing and conceptual understanding of core algorithmic concepts to aid successful transfer to future programming contexts. Approaches to Preparation for Future Learning (PFL) in text-based programming contexts included “expansive framing” of programming skills, the use of multiple and analogous representations of computational solutions, and cognitive apprenticeship through modeling and worked examples. A unique “dynamic assessment” aimed at measuring PFL was designed with new learning in the form of text-based syntax that included connections to Scratch to help learners “see the old in the new.” This chapter details curricular design features and presents empirical findings from two studies conducted in middle school classrooms with a total of 54 students. Mixed-methods analyses of the PFL assessment and student feedback demonstrate promise of the approach given how learners were able to successfully transfer many core ideas from Scratch to text-based programming. Findings from the two iterations of this design research should inform future inquiry in this space.