How block-based languages support novices: A Framework for categorizing block-based affordances

Weintrop, David; Wilensky, Uri

doi:10.18293/vlss2017-011

Cited by 9 publications

(1 citation statement)

References 29 publications

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“…Each block represents a statement or some programming concept (Montiel & Gomez-Zermeño, 2021), which means pupils don't have to learn and memorize vocabulary specific for a given programming language. This greatly reduces syntax errors tied to wrongly written functions or sequences (Weintrop & Wilensky, 2017). Each block has a clear description of what it does.…”

Section: Block-based Programming and Computational Thinkingmentioning

confidence: 99%

The effect of block-based programming activities on the computational thinking skills of pre-service primary school teachers

Pršala

2024

JPSP

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The aim of this paper was to analyse the level of computational thinking among pre-service primary school teachers and to measure the effect of block-based activities, in a form of programming projects in Scratch, on the computational thinking and programming skills developed by these pre-service teachers. To assess their knowledge, the Beginners Computational Thinking Test was used. The results indicate that pre-service teachers have a high level of understanding of sequences and loops, but low level of understanding of conditionals. A positive statistically significant difference was found in the understanding before and after they used Scratch.

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Section: Block-based Programming and Computational Thinkingmentioning

confidence: 99%

The effect of block-based programming activities on the computational thinking skills of pre-service primary school teachers

Pršala

2024

JPSP

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Transitioning from introductory block-based and text-based environments to professional programming languages in high school computer science classrooms

Weintrop

Wilensky

2019

Computers & Education

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Learning Programming With Augmented Reality‐Based Editor: A Dynamic Code Visualisation Approach

Aydin,

Çakiroğlu

2024

Computer Assisted Learning

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BackgroundStudents experience higher‐order thinking skills by finding ways to solve the problem, debugging errors while applying the solution, and testing the solution in programming. However, the inability to create schemas that will characterise programming structures is one of the difficulties during this process.ObjectivesThis study aimed to create an augmented reality‐based programming editor and evaluate its contributions to learning programming. Text‐based programming codes developed by the students on the editor were instantly visualised through a traffic metaphor in dynamic visualisation via augmented reality. The findings of this study highlight the significance of a novel usage of augmented reality in shaping cognitive processes during the programming learning process.MethodsAn exploratory case study was adopted in the study. Participants voluntarily selected 15 students in the same secondary school's 4th and 5th grades. The data to determine the programming performances were collected via a programming performance test and analysed with the rubric created by the authors. Interviews and screen recordings were employed to determine the factors that had a role in the programming learning process.Results and ConclusionsThe results indicated that teaching programming using the augmented reality‐based editor has positively contributed to learning programming. The editor's scenario, animation, and error display features incorporated with an authentic dynamic visualisation were remarkable in this contribution. The editor also contributed to reducing students' efforts to create schemas for programming by bringing the context closer to reality throughout the programming process.

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How block-based languages support novices: A Framework for categorizing block-based affordances

Abstract: The ability to express ideas in a computationally

Cited by 9 publications

References 29 publications

The effect of block-based programming activities on the computational thinking skills of pre-service primary school teachers

The effect of block-based programming activities on the computational thinking skills of pre-service primary school teachers

Transitioning from introductory block-based and text-based environments to professional programming languages in high school computer science classrooms

Learning Programming With Augmented Reality‐Based Editor: A Dynamic Code Visualisation Approach

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