Abstract: We report an experiment that explores the classroom application of DrawBridge, a system designed to support the acquisition of skill in using text-based programming language syntax. Graphical syntax is increasingly popular in educational programming languages such as Scratch, but anecdotal reports from classroom teachers suggest that students are now finding it difficult to make the transition to conventional text syntax. This research investigates text syntax use as a specific notational competence, and evaluates the use of DrawBridge to scaffold text syntax acquisition.
PPIG 2014 - 25th Annual Workshop
Learning Syntax as Notational Expertise when using DrawBridge