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ERIC Number: EJ1451203
Record Type: Journal
Publication Date: 2024
Pages: 34
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0899 3408
EISSN: EISSN-1744-5175
Design and Use of Domain-Specific Programming Platforms: Interdisciplinary Computational Thinking with EarSketch and TunePad
Christopher Petrie
Computer Science Education, v34 n4 p645-678 2024
Background and Context: The Domain-Specific Programming (DSP) platforms EarSketch and TunePad are being used widely in schools for coding novices. Existing studies on both platforms have mainly concentrated on attitudinal changes, leaving a gap in the literature. Objective: The purpose of this research was to advance our understanding of two contrasting DSP platform designs that aim to achieve the same Computational Thinking (CT) learning goals. Method: Two mixed-method case studies were conducted in an authentic school setting to evaluate the design and use of EarSketch and TunePad. Findings: The results suggest both platforms enabled CT that contributed to interdisciplinary learning outcomes, but educators and DSP platform designers should be mindful of their respective strengths, weaknesses, and limitations. Implications: Each platform may suit diverse educational goals, considering individual student backgrounds and interests. Additionally, when designing DSP platforms with interactive graphical features, trade-offs for enabling CT should be considered.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand
Grant or Contract Numbers: N/A