Abstract All primary school children in England are required to write computer programs and learn about computational thinking. There are moves in other countries to this effect such as the U.S. K-12 Computer Science Framework (CSF) for development. Debates on how to program and what constitutes computational thinking are ongoing. Here we report on a study of programing by children aged 7 – 11 using Java and elements of computational thinking they experience. Our platform comprises a novel Story-Writing-Coding engine we have developed. We compare novice (children’s) processes of coding an animated story with that of experts (college students) and evaluate the differences using four measures based on the progressive coding of a complete program. We also analyze the use of novice (children’s) computational thinking in this coding process. This research is set against a backdrop of approaches to teaching programing and concepts of computational thinking in recent educational literature.

中文翻译：

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使用基于文本的语言（Java）对小学生编码的评估

摘要英格兰的所有小学生都必须编写计算机程序并学习计算思维。其他国家也为此采取了行动，例如美国的K-12计算机科学框架（CSF）进行了开发。关于如何编程以及什么构成计算思维的争论正在进行中。在这里，我们将对7至11岁的儿童使用Java进行编程的研究以及他们所经历的计算思想的内容进行报告。我们的平台包括我们开发的新颖的Story-Writing-Coding引擎。我们将对动画故事进行编码的新手（儿童）过程与专家（大学学生）的动画过程进行比较，并基于完整程序的渐进编码，使用四种测量方法来评估差异。我们还将分析在此编码过程中新手（儿童）的计算思想的使用。