著者

松澤 芳昭 酒井 三四郎

雑誌

研究報告コンピュータと教育(CE)

巻号頁・発行日

vol.2013, no.2, pp.1-11, 2013-03-08

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近年,ビジュアル型プログラミング言語による入門教育の実践が広く行われているが,CやJavaなどのテキスト記述型言語へのシームレスな移行が考慮されていないという問題がある.本研究では,筆者らがCE113で提案したビジュアル記述型言語とテキスト記述型言語の併用開発環境「BlockEditor」について,Java言語習得を目的とした文科系大学生向けプログラミング入門教育全編での使用実験を行った.本実験では,15週の全ての課題解答過程において,学習者がビジュアル言語(BlockEditor)とテキスト言語(Java)を任意に選択できる環境が与えられた.採取したシステム記録,および質問紙調査の結果から,プログラミングの学習が進行するにつれて,BlockEditorからJavaへ徐々に移行していくこと,およびそのタイミングには個人差があることが定量的に示された.プログラミングに苦手意識を持つ学生ほどビジュアル型言語の選択率が高く,言語の相互変換環境が言語の交ぜ書きを促進し,Java言語習得の足場かけとなることが示された.In the past decade, improvements to the environment of an introductory programming education by block-based programming language have been made by Squeak, Scratch, etc. However, there is still a problem for migration to text-based programming languages such as C and Java. Hence, using the OpenBlocks framework proposed by MIT, we developed a system named BlockEditor, which has functions to convert block language and Java both ways. We conducted an empirical study of this system in an introductory programming course for one hundred and ten university students. When students were given opportunities to select their language to solve their programming assignments, we traced their selection by tracking working time with BlockEditor or Java for each individual student. As a result, we succeeded in illustrating the nature of the seamless migration from block language to Java, and found there is great diversity for timing and speed of the migration by each individual. Additionally, we found the selection rate of the block language by students with low self-evaluation for their skills was significantly higher than students with high self-evaluation. The BlockEditor could scaffold them by promoting mixed writing with block language and Java in their migration age.