Treffer: Investigating the transfer from Scratch to Python in Norwegian secondary school

This thesis investigates how programming language transfer from Scratch to Python in the introduction to programming in mathematics in Norwegian secondary school can be done in an effective manner. To answer these questions, a threefold study was conducted on several lower secondary school classes consisting of novice programming students and teachers new to teaching programming. The study consisted of a guess quiz identifying the student's carryover constructs from their previous programming knowledge to their introduction to Python, an intervention session addressing these constructs, and finally an interview with the class’ teachers getting their perspective on transfer, using a transfer plan, and the introduction of programming in mathematics in general. The results show that there is certainly transfer going on when the students are introduced to Python, that a transfer plan could be effective if designed with the circumstances in mind, and that teachers began to think more about the concept of programming language transfer and the value of using a transfer plan when introducing a new programming language after being part of the study. The interviews show that teachers feel incompetent when it comes to introducing Python to their students, due to their lack of programming experience. In addition to this, students are highly motivated and need teachers with the appropriate programming knowledge to foster this motivation and it is possible that the use of a transfer plan can help in this endeavor.