Blockbasierte Sprachen erleichtern den Einstieg ins Programmieren block programming interfaces improve novice programming performance
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There is modest evidence
that blocks can improve student learning
compared to text.
From R. Benjamin Shapiro, Matthew Ahrens in the text Beyond Blocks (2016) Research
indicates that learning a
blocks language can improve later
learning of a traditional textual language.
From David Bau, Jeff Gray, Caitlin Kelleher, Josh Sheldon, Franklyn A. Turbak in the text Learnable Programming We are particularly interested in visual programming
environments because we believe that they are best able to foster learning of CS.
From Orni Meerbaum-Salant, Michal Armoni, Mordechai Ben-Ari im Journal Computer Science Education 3/2013 in the text Learning computer science concepts with Scratch (2013) Of the nine student interviewed, seven
mentioned the readability of the blocks as a feature that made
them easier to use than the text-based alternative.
From David Weintrop, Uri Wilensky in the text To Block or not to Block, That is the Question (2015) These data show that students found the blocks-based
programming approach of Snap! to be easier than Java, thus supporting the general view of blocks-based tools being easier for novice programmers.
From David Weintrop, Uri Wilensky in the text To Block or not to Block, That is the Question (2015) blocks-based programming environments have been found to be successful at engaging students in programming activities and providing learners with early successes with little or no formal instruction [24, 25]
From David Weintrop in the text Minding the gap between blocks-based and text-based programming (2015) 
Taken together, this analysis shows all students perform
better on block-based questions, however, looking at the difference in effect size, students from historically
underrepresented populations see a greater benefit when questions are asked in the block-based form.This study supports the claim that block programming interfaces can significantly improve novice performance on some programming activities, specifically through increased time on task and quicker, more frequent achievement of programming goals. The study suggests that the block interface is an important component of BBPEs, which is worthy of future study and development.
From Thomas W. Price, Tiffany Barnes im Konferenz-Band ICER 2015 in the text Comparing Textual and Block Interfaces in a Novice Programming Environment (2015) 
Die Gründe für die weite Verbreitung grafischer Sprachen wie Scratch [Sc15] in den
unteren Jahrgängen führe ich auf die schnelle und leichte Erlernbarkeit durch intuitive
Bedienung und die anschauliche Umsetzbarkeit anwendungs- und kontextbezogener
Problemlösungen, z.B. durch die Integration grafischer Elemente, wie Kostümwechsel
von Objekten u.a., zurück. Insgesamt führt dies nach meinen Erfahrungen zur schnellen
Umsetzbarkeit eigener (kontextbezogener) Schülerideen und damit insgesamt zu einer
breiten Motivation der SchülerInnen.Despite its growing popularity and widespread use, relatively little
work to date has focused on the conceptual and affective benefits
of using blocks-based tools in formal educational contexts. Open
questions remain about the effectiveness of the approach for
helping students learn basic programming concepts and whether
or not gains made in introductory environments, be they blocksbased
or textual, effectively prepare students for future computer
science learning opportunities. Further, it is unclear what the
strengths and weaknesses of block-based programming tools are
compared to isomorphic text-based alternatives.
From David Weintrop im Konferenz-Band ICER 2015 in the text Comparing Text-based, Blocks-based, and Hybrid Blocks/Text Programming Tools (2015) Block-based syntax is signi cantly easier
to read for novices than common text-based programming
languages. Even after exposure to both
kinds of system, some aspects of blocks remain more
readable for relative novices [23]. This has multiple
aspects: block-based systems tend to use keywords
rather than symbols or punctuation in commands, the
keywords used tend to be closer to natural language,
a more variable operand and operator syntax and sequence
is used that partly mimics the grammar of
natural languages, and the graphical representation of
scopes (using bracket-style blocks) is easier to interpret
than traditional text-based scope notation.
From Michael Kölling, Neil C. C. Brown, Amjad AlTadmri im Konferenz-Band Proceedings of the Workshop in Primary and Secondary Computing Education, WiPSCE 2015, London, United Kingdom, November 9-11, 2015 in the text Frame-Based Editing (2015) We believe the learnability of blocks languages
arises from how they address
the usability challenges underlying
these three learning barriers:
From David Bau, Jeff Gray, Caitlin Kelleher, Josh Sheldon, Franklyn A. Turbak in the text Learnable Programming - Learning a programming vocabulary is difficult. Blocks simplify this problem because picking a block from a palette is far easier than remembering a word: blocks rely on recognition instead of recall.
- Code is difficult to use because it presents a high cognitive load for new programmers. Blocks reduce the cognitive load by chunking code into a smaller number of meaningful elements.
- Assembling code is error-prone. Blocks help users assemble code without basic errors by providing constrained direct manipulation of structure (for example, two incompatible concepts do not have connecting parts).
In terms of attitudes towards computer science, having some prior experience
with programming is better than no prior experience, an outcome which is also
reflected in the literature. In terms of achievement, we found age-sensitive effects
of the type of first programming language. Graphical languages are particularly
beneficial if introduced in the age ranges of 6–10 years or younger. They appear
to be a suitable means to teach programming skills to children at a young age
(early adolescent or earlier). Our findings also undermine the common myth that
having a first programming experience with a textual language generally provides
a compelling performance advantage in subsequent courses that employ
textual languages. This was found to be true only for older children. To forestall
20 C. CHEN ET AL.
misinterpretation, it is worth reiterating that we did not find that learning
graphical-based programming languages was in all respects better than learning
textual-based languages. We only found this to be true with respect to grades in
introductory CS in college, but not to attitudes towards CS, and only when
learners were introduced to graphic languages at or before the age of 10.
From Chen Chen, Paulina Haduong, Karen Brennan, Gerhard Sonnert, Philip Sadler in the text The effects of first programming language on college students’ computing attitude and achievement (2018) 
5 References on other Web Sites
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Timeline
24 References
- Learnable Programming - Blocks and Beyond (David Bau, Jeff Gray, Caitlin Kelleher, Josh Sheldon, Franklyn A. Turbak)
- Comparing loops misconceptions in block-based and text-based programming languages at the K-12 level (Monika Mladenović, Ivica Boljat, Žana Žanko)
- Taxonomies of Visual Programming and Program Visualization (Brad Myers) (1989)
- LOG IN 168/2011 - Forschendes und entdeckendes Lernen im Informatikunterricht (2011)
- Wozu JAVA? - Plädoyer für grafisches Programmieren (Eckart Modrow, Jens Mönig, Kerstin Strecker) (2011)
- Wozu JAVA? - Plädoyer für grafisches Programmieren (Eckart Modrow, Jens Mönig, Kerstin Strecker) (2011)
- Informatik in Bildung und Beruf - INFOS 2011 - 14. GI-Fachtagung Informatik und Schule (Marco Thomas) (2011)
- Visuelle Programmierung - oder: Was lernt man aus Syntaxfehlern? (Eckart Modrow) (2011)
- Visuelle Programmierung - oder: Was lernt man aus Syntaxfehlern? (Eckart Modrow) (2011)
- Computer Science Education 3/2013 (2013)
- Learning computer science concepts with Scratch (Orni Meerbaum-Salant, Michal Armoni, Mordechai Ben-Ari) (2013)
- Learning computer science concepts with Scratch (Orni Meerbaum-Salant, Michal Armoni, Mordechai Ben-Ari) (2013)
- Informatik mit BYOB / Snap! (Eckart Modrow) (2013)
- ICER 2014 - International Computing Education Research Conference, ICER 2014, Glasgow, United Kingdom, August 11-13, 2014 (Quintin I. Cutts, Beth Simon, Brian Dorn) (2014)
- How can we improve notational expertise? (Alistair Stead) (2014)
- How can we improve notational expertise? (Alistair Stead) (2014)
- Minding the gap between blocks-based and text-based programming (David Weintrop) (2015)
- To Block or not to Block, That is the Question - Students’ Perceptions of Blocks-based Programming (David Weintrop, Uri Wilensky) (2015)
- Proceedings of the Workshop in Primary and Secondary Computing Education, WiPSCE 2015, London, United Kingdom, November 9-11, 2015 (Judith Gal-Ezer, Sue Sentance, Jan Vahrenhold) (2015)
- Frame-Based Editing - Easing the Transition from Blocks to Text-Based Programming (Michael Kölling, Neil C. C. Brown, Amjad AlTadmri) (2015)
- Frame-Based Editing - Easing the Transition from Blocks to Text-Based Programming (Michael Kölling, Neil C. C. Brown, Amjad AlTadmri) (2015)
- Informatik allgemeinbildend begreifen - INFOS 2015 (Jens Gallenbacher) (2015)
- ICER 2015 - Proceedings of the eleventh annual International Conference on International Computing Education Research, ICER 2015, Omaha, NE, USA, August 09 - 13, (Brian Dorn, Judy Sheard, Quintin I. Cutts) (2015)
- Comparing Textual and Block Interfaces in a Novice Programming Environment (Thomas W. Price, Tiffany Barnes) (2015)
- Comparing Text-based, Blocks-based, and Hybrid Blocks/Text Programming Tools (David Weintrop) (2015)
- Using Commutative Assessments to Compare Conceptual Understanding in Blocks-based and Text-based Programs (David Weintrop, Uri Wilensky) (2015)
- Comparing Textual and Block Interfaces in a Novice Programming Environment (Thomas W. Price, Tiffany Barnes) (2015)
- Beyond Blocks - Syntax and Semantics (R. Benjamin Shapiro, Matthew Ahrens) (2016)
- Didaktik der Informatik (Eckart Modrow, Kerstin Strecker) (2016)
- Modality matters - Understanding the Effects of Programming Language Representation in High School Computer Science Classrooms (David Weintrop) (2016)
- SIGCSE 2017 - Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education, Seattle, WA, USA, March 8-11, 2017 (Michael E. Caspersen, Stephen H. Edwards, Tiffany Barnes, Daniel D. Garcia) (2017)
- From Blocks to Text and Back - Programming Patterns in a Dual-Modality Environment (David Weintrop, Nathan R. Holbert) (2017)
- From Blocks to Text and Back - Programming Patterns in a Dual-Modality Environment (David Weintrop, Nathan R. Holbert) (2017)
- ICLS 2018 1/3 (2018)
- Blocks or Text? - How Programming Language Modality Makes a Difference in Assessing Underrepresented Populations (David Weintrop, Heather Killen, Baker Franke)
- Blocks or Text? - How Programming Language Modality Makes a Difference in Assessing Underrepresented Populations (David Weintrop, Heather Killen, Baker Franke)
- The effects of first programming language on college students’ computing attitude and achievement - a comparison of graphical and textual languages (Chen Chen, Paulina Haduong, Karen Brennan, Gerhard Sonnert, Philip Sadler) (2018)
- Hello World 7 (2019)
- In Praise of Blocks (Miles Berry) (2019)
- In Praise of Blocks (Miles Berry) (2019)
- Block-based programming in computer science education (David Weintrop) (2019)
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