To Block or not to Block, That is the QuestionStudents’ Perceptions of Blocks-based Programming
Erstpublikation in: IDC '15, June 21 - 25, 2015, Medford, MA, USA
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Zusammenfassungen
Blocks-based programming is becoming the standard way to
introduce learners to programming both inside classrooms and
beyond. Educators and designers advocate for this approach
arguing that it is easier to get started and more engaging for the
learner. In this paper, we sought to understand how high school
students enrolled in an introductory programming course
perceived the blocks-based programming approach. Through
cognitive interviews and surveys, we found that students generally
found blocks-based programming to be easier than the text-based
alternative, citing reasons including the natural language labels on
the blocks, the shapes and colors of the blocks, the drag-and-drop
composition mechanism, and the ease of browsing the blocks
library. Students also identified drawbacks to the blocks-based
programming approach, including issues of authenticity,
expressive power, and challenges in authoring larger, more
sophisticated programs. We also found that the differences high
school students see between blocks-based and text-based
programming span the visual interface, the types of programs that
can be authored, as well a different programming practices that
each representation supports.
Von David Weintrop, Uri Wilensky im Text To Block or not to Block, That is the Question (2015) Blocks-based programming tools are becoming increasingly
common in high-school introductory computer science classes.
Such contexts are quite different than the younger audience and
informal settings where these tools are more often used. This
paper reports findings from a study looking at how high school
students view blocks-based programming tools, what they identify
as contributing to the perceived ease-of-use of such tools, and
what they see as the most salient differences between blocksbased
and text-based programming. Students report that numerous
factors contribute to making blocks-based programming easy,
including the natural language description of blocks, the drag-anddrop
composition interaction, and the ease of browsing the
language. Students also identify drawbacks to blocks-based
programming compared to the conventional text-based approach,
including a perceived lack of authenticity and being less powerful.
These findings, along with the identified differences between
blocks-based and text-based programming, contribute to our
understanding of the suitability of using such tools in formal high
school settings and can be used to inform the design of new, and
revision of existing, introductory programming tools.
Von David Weintrop, Uri Wilensky im Text To Block or not to Block, That is the Question (2015) 
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Nicht erwähnte Begriffe | Informatik-Didaktik, Informatik-Unterricht (Fachinformatik), LehrerIn, Scratch, Unterricht |
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3 Erwähnungen auf anderen Websites im Umfeld von Beat Döbeli Honegger
| Website | Webseite | Datum |
|---|---|---|
| Didaktik der Informatik 2019 | S4: Was weiss man zum Programmieren? | 22.08.2019 |
| Didaktik der Informatik 2020 | S4: Was weiss man zum Programmieren? | 22.08.2019 |
| Didaktik der Informatik 2021 | S4: Was weiss man zum Programmieren? | 22.08.2019 |
Zitationsgraph
Zeitleiste
18 Erwähnungen
- Learnable Programming - Blocks and Beyond (David Bau, Jeff Gray, Caitlin Kelleher, Josh Sheldon, Franklyn A. Turbak)
- Minding the gap between blocks-based and text-based programming (David Weintrop) (2015)
- Beyond Blocks - Syntax and Semantics (R. Benjamin Shapiro, Matthew Ahrens) (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)
- ICER 2017 - Proceedings of the 2017 ACM Conference on International Computing Education Research, ICER 2017, Tacoma, WA, USA, August 18-20, 2017 (Josh Tenenberg, Donald Chinn, Judy Sheard, Lauri Malmi) (2017)
- Hybrid Environments - A Bridge from Blocks to Text (Jeremiah Blanchard) (2017)
- Hybrid Environments - A Bridge from Blocks to Text (Jeremiah Blanchard) (2017)
- Development and Evaluation of Concepts and Tools to Reinforce Gender Equality by Engaging Female Teenagers in Coding (Bernadette Spieler) (2018)
- Programming Paradigms and Beyond (Shriram Krishnamurthi, Kathi Fisler) (2018)
- 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)
- ICER 2018 - Proceedings of the 2018 ACM Conference on International Computing Education Research, ICER 2018, Espoo, Finland, August 13-15, 2018 (Lauri Malmi, Ari Korhonen, Robert McCartney, Andrew Petersen) (2018)
- Starting from Scratch - Outcomes of Early Computer Science Learning Experiences and Implications for What Comes Next (David Weintrop, Alexandria K. Hansen, Danielle B. Harlow, Diana Franklin) (2018)
- Starting from Scratch - Outcomes of Early Computer Science Learning Experiences and Implications for What Comes Next (David Weintrop, Alexandria K. Hansen, Danielle B. Harlow, Diana Franklin) (2018)
- Proceedings of the 13th Workshop in Primary and Secondary Computing Education, WiPSCE 2018, Potsdam, Germany, October 04-06, 2018. (Andreas Mühling, Quintin I. Cutts) (2018)
- Infusing computational thinking into middle grade science classrooms - lessons learned (Veronica Cateté, Nicholas Lytle, Yihuan Dong, Danielle Boulden, Bita Akram, Jennifer Houchins, Tiffany Barnes, Eric N. Wiebe, James C. Lester, Bradford W. Mott, Kristy Boyer) (2018)
- Infusing computational thinking into middle grade science classrooms - lessons learned (Veronica Cateté, Nicholas Lytle, Yihuan Dong, Danielle Boulden, Bita Akram, Jennifer Houchins, Tiffany Barnes, Eric N. Wiebe, James C. Lester, Bradford W. Mott, Kristy Boyer) (2018)
- 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)
- Block-based programming in computer science education (David Weintrop) (2019)
- Unterrichtseinheit Variablenkonzept auf der Sekundarstufe - Misskonzepte und deren Überwindung bei der Entwicklung des Variablenkonzepts auf der Sekundarstufe in Scratch (Christian Rauter) (2019)
- ICER 2020 - International Computing Education Research Conference, Virtual Event, New Zealand, August 10-12, 2020 (Anthony V. Robins, Adon Moskal, Amy J. Ko, Renée McCauley) (2020)
- An Analysis of Use-Modify-Create Pedagogical Approach's Success in Balancing Structure and Student Agency (Diana Franklin, Merijke Coenraad, Jennifer Palmer, Donna Eatinger, Anna Zipp, Marco Anaya, Max White, Hoang Pham, Ozan Gökdemir, David Weintrop) (2020)
- An Analysis of Use-Modify-Create Pedagogical Approach's Success in Balancing Structure and Student Agency (Diana Franklin, Merijke Coenraad, Jennifer Palmer, Donna Eatinger, Anna Zipp, Marco Anaya, Max White, Hoang Pham, Ozan Gökdemir, David Weintrop) (2020)
- Informatik - Bildung von Lehrkräften in allen Phasen - 19. GI-Fachtagung Informatik und Schule (Ludger Humbert) (2021)
- Semantik statt Syntax - Entwicklung einer Plug & Play Lernumgebung für Datenbankabfragen (Sven Jacobs, Steffen Jaschke)
- Semantik statt Syntax - Entwicklung einer Plug & Play Lernumgebung für Datenbankabfragen (Sven Jacobs, Steffen Jaschke)
- WiPSCE '21 - The 16th Workshop in Primary and Secondary Computing Education, Virtual Event / Erlangen, Germany, October 18-20, 2021 (Marc Berges, Andraes Mühling, Michal Armoni) (2021)
- Pytch - an environment for bridging block and text programming styles - (Work in progress) (Glenn Strong, Ben North) (2021)
- Pytch - an environment for bridging block and text programming styles - (Work in progress) (Glenn Strong, Ben North) (2021)
- Past, Present and Future of Computing Education Research (Mikko Apiola, Sonsoles López-Pernas, Mohammed Saqr) (2023)
- Computing Education Research in Baltic Countries (Valentina Dagienė, Mart Laanpere, Juris Borzovs)
- Computing Education Research in Baltic Countries (Valentina Dagienė, Mart Laanpere, Juris Borzovs)
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