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To Block or not to Block, That is the Question

Students’ Perceptions of Blocks-based Programming
David Weintrop, Uri Wilensky
Erstpublikation in: IDC '15, June 21 - 25, 2015, Medford, MA, USA
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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)

iconDieses Konferenz-Paper erwähnt...

KB IB clear
Tim Bell, M. Bloom, Karen Brennan, Caitlin Duncan, Evelyn Eastmond, W. Feurzeig, Deborah A. Fields, Sally Fincher, Michael Giang, R. Grant, Mark Guzdial, Yasmin B. Kafai, Caitlin Kelleher, John Maloney, Amon Millner, Andrés Monroy-Hernández, Seymour Papert, Randy Pausch, Marian Petre, Mitchel Resnick, Eric Rosenbaum, Natalie Rusk, Jay Silver, Brian Silverman, Cynthia Solomon, Steve Tanimoto, Sherry Turkle

KB IB clear
Blockbasierte Sprachen erleichtern den Einstieg ins Programmierenblock programming interfaces improve novice programming performance
Blockbasierte Sprachen haben den Ruf, nicht echtes Programmieren zu ermöglichen

KB IB clear
blockbasierte Programmiersprachenvisual programming language, computational thinkingcomputational thinking, Informatikcomputer science, Programmierenprogramming, Programmiersprachenprogramming languages, Schuleschool, Snap! (Programmiersprache)
Jahr UmschlagTitelAbrufeIBOBKBLB
1969    Programming-Languages as a Conceptual Framework for Teaching Mathematics (W. Feurzeig, Seymour Papert, M. Bloom, R. Grant, Cynthia Solomon) 1, 5, 3, 3, 2, 4, 1, 1, 2, 3, 1, 45114128
1982    Mindstorms (Seymour Papert) 26, 15, 15, 6, 14, 10, 8, 6, 12, 8, 8, 1721445174918
1990Constructionism (Idit Harel, Seymour Papert) 2, 4, 4, 2, 11, 7, 6, 4, 3, 6, 9, 109540101042
2004Computer Science Education Research (Sally Fincher, Marian Petre) 3, 4, 4, 2, 9, 5, 2, 1, 2, 5, 2, 714417127
2014WiPSCE 2014 (Carsten Schulte, Michael E. Caspersen, Judith Gal-Ezer) 3, 6, 6, 7, 8, 8, 4, 1, 4, 4, 4, 3212313319
Jahr UmschlagTitelAbrufeIBOBKBLB
1990    Epistemological pluralism and the revaluation of the concrete (Sherry Turkle, Seymour Papert) 1, 1, 1, 1, 6, 5, 4, 3, 1, 7, 6, 628246185
2004    Programming Environments for Novices (Mark Guzdial) 2, 3, 3, 4, 4, 9, 4, 3, 2, 4, 1, 69406105
2005    Lowering the barriers to programming (Caitlin Kelleher, Randy Pausch) 4, 2, 2, 1, 7, 6, 2, 2, 4, 5, 1, 627176362
2009    Scratch: Programming for All (Mitchel Resnick, John Maloney, Andrés Monroy-Hernández, Natalie Rusk, Evelyn Eastmond, Karen Brennan, Amon Millner, Eric Rosenbaum, Jay Silver, Brian Silverman, Yasmin B. Kafai) 6, 5, 5, 4, 9, 12, 4, 3, 4, 9, 1, 639286481
2014    Should your 8-year-old learn coding? (Caitlin Duncan, Tim Bell, Steve Tanimoto) 4, 4, 4, 4, 7, 5, 4, 1, 1, 4, 1, 68366155
2014    Programming in the wild (Deborah A. Fields, Michael Giang, Yasmin B. Kafai) 4, 3, 4, 4, 2, 8, 5, 1, 3, 3, 4, 53185232

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