20.500.12556/RUL-148358 Strategy for learning microcontroller programming—a graphical or a textual start? Microcontroller programming competencies contribute to the sustainable employability of engineering graduates of both higher and secondary education. To develop the required programming skills, one of the challenges for educators is to determine which programming environments should be implemented in introductory programming courses. Conceptually, graphical (e.g. iconic or diagrammatic) environments appear to be very different from textual environments. Our study focused on a programming course in a mechatronics vocational training programme at the secondary school level in Slovenia. To investigate the expectations of potential employers towards our graduates, we surveyed local companies. Out of 104 respondents, 90 (86.5%) expected graduates to be able to use various programming environments, including upcoming ones. In our study, we divided 114 students into two groups of equal prior knowledge. Group A started the course with a textual programming environment and switched to a graphical one in the second sequence, while group B followed a reverse sequence. Group A achieved better test results after both sequences. Knowledge transfer, as measured by normalised learning gains, was also in favour of group A. We concluded that it is more efficient to start with the textual environment and then continue with the graphical environment. The results of this study open up some challenges for further research to investigate the effectiveness of introductory programming courses based on programmable electronics with students of similar ages. Further research should consider the specific requirements of the different courses but should also the effectiveness of knowledge transfer between different programming environments. introductory programming secondary education text environment graphical environment teaching strategies learning strategies improving classroom teaching uvodno programiranje srednješolsko izobraževanje besedilno okolje grafično okolje strategije poučevanja strategije učenja izboljšanje poučevanja v razredu računalniško programiranje tehnika true false true Angleški jezik Slovenski jezik Članek v reviji 2023-08-18 09:16:55 2023-08-18 09:16:55 2024-09-30 11:04:14 0000-00-00 00:00:00 2024 0 0 Str. 5115–5137 iss. 4 Vol. 29 2024 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 373.5:62 1573-7608 10.1007/s10639-023-12024-9 159054339 s10639-023-12024-9.pdf s10639-023-12024-9.pdf 1 1A25BF369657EE4D06C7FD9D62A24BD2 0e0830a0904d4b205be6770c769d8185717851da94943de79be4a2e9cc61f6fe 390a4630-dfb5-11ee-a66a-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=181625 https://link.springer.com/article/10.1007/s10639-023-12024-9 1 32487007-3d97-11ee-b9d7-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=172529 Pedagoška fakulteta 0 0 0