Zoom sur quelques erreurs récurrentes lors des premiers apprentissages en algorithmique
Programming is introduced in compulsory school using block-based languages. In this contribution, we study the confrontation of students aged 7 to 15 with programming puzzles in Scratch language. These puzzles were given for the Algoréa competition (more than 200,000 participants), which consist of...
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| Formatua: | Online |
| Hizkuntza: | frantsesa |
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Université Paris Cité
2025
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| Sarrera elektronikoa: | https://directory.doabooks.org/handle/20.500.12854/150613 |
| Etiketak: |
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| Gaia: | Programming is introduced in compulsory school using block-based languages. In this contribution, we study the confrontation of students aged 7 to 15 with programming puzzles in Scratch language. These puzzles were given for the Algoréa competition (more than 200,000 participants), which consist of controlling a virtual robot on a grid. For this purpose, we rely on Vergnaud’s conceptual field theory (1991). La théorie des champs conceptuels, in Recherches en didactique des mathématiques, La Pensée Sauvage.] articulated with a log analysis method. The data were collected at several scales. This method allows us to identify recurring errors during the first steps of programming learning. We interpret these errors in terms of conceptualization-in-act in the sense that Vergnaud gives to this term. The challenge is on the one hand to build knowledge relating to basic learning in block-based programming environments, and on the other hand to give some conceptual landmarks to teachers responsible for the initiation into the field. We explain the different steps of this method and we apply it on a representative example. |
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