How do 7th graders solve algorithmic problems?

Abstract

Informatics education, not only in higher but also in secondary education, is often assisted by special learning software to teach the fundamental ideas of algorithms [2]. In this context pupils also learn the basics of programming using didactically reduced, textbased or visual programming languages. Therefore in Germany, in some federal countries (for example Bavaria), where the basics of algorithms are already taught in the 7th grade (age 12 to 13 years), age-based learning and programming environments, such as Karel, the robot and Kara, the programmable ladybug [1], are used. Although the design of these environments is age-based, working with them to solve algorithmic problems often causes problems in the classroom. These tools give feedback to the learners based on the analysis of a current solution attempt without taking the previous problem solving process into account. The system messages are often rather technical and therefore hardly helpful especially for weaker learners to enable them to correct arisen problems by themselves. In order to give optimal support to pupils in these situations and therefore improve the learning processes, the learner-system interaction of the used educational software environments should be enhanced and better be adapted to the learners? individual problem solving strategies.