Habits of programming in scratch
Abstract
Visual programming environments are widely used to introduce young people to computer science and programming; in particular, they encourage learning by exploration. During our research on teaching and learning computer science concepts with Scratch, we discovered that Scratch engenders certain habits of programming: (a) a totally bottom-up development process that starts with the individual Scratch blocks, and (b) a tendency to extremely fine-grained programming. Both these behaviors are at odds with accepted practice in computer science that encourages one: (a) to start by designing an algorithm to solve a problem, and (b) to use programming constructs to cleanly structure programs. Our results raise the question of whether exploratory learning with a visual programming environment might actually be detrimental to more advanced study.
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For children without access to educational resources or guidance from educators, learning within paradigms without classroom support is often ineffective.
“Moreover, for children without access to educational resources or guidance from educators, learning within paradigms without classroom support is often ineffective [14, 39, 51].”
From ChatScratch: An AI-Augmented System Toward Autonomous Visual Programming Learning for Children Aged 6-12 (2024) · cites this paper as [39]
Autonomous learning without the structured guidance of a classroom is often less effective.
“Although these students can, in theory, avail themselves of publicly available resources online, research shows that autonomous learning without the structured guidance of a classroom is often less effective [14, 39, 51].”
From ChatScratch: An AI-Augmented System Toward Autonomous Visual Programming Learning for Children Aged 6-12 (2024) · cites this paper as [39]
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Analysing Students’ Scratch Programs and Addressing Issues using Elementary Patterns
Amanullah, K., & Bell, T. (2018) · IEEE Frontiers in Education Conference (FIE) · doi:10.1109/fie.2018.8658821 · Cited by 10 · see citing works
- Authors
- Meerbaum-Salant, O., Armoni, M., & Ben-Ari, M.
- Affiliations
- Weizmann Institute of Science, Rehovot, Israel
- Weizmann Institute of Science (IL)
- ORCID
- Armoni, Michal
- Venue
- Proceedings of the 16th annual joint conference on Innovation and technology in computer science education
- Publisher
- ACM
- Published
- 2011-06-27
- Pages
- 168-172
- OpenAlex
- W2082575251
- Cited by
- 199
- References
- 11
- Citations by year
- 2026: 3 · 2025: 9 · 2024: 10 · 2023: 16 · 2022: 15 · 2021: 21 · 2020: 18 · 2019: 22 · 2018: 15 · 2017: 24 · 2016: 13 · 2015: 11 · 2014: 11 · 2013: 5 · 2012: 6
- FWCI
- 5.89
- Type
- conference paper
- Language
- en
- Open access
- closed
- Locations
- ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE) (publishedVersion)
- Funders
- Israel Science Foundation
- Topics
- Physical Sciences › Computer Science › Computer Science Applications › Teaching and Learning Programming
- Physical Sciences › Computer Science › Software › Spreadsheets and End-User Computing
- Physical Sciences › Computer Science › Artificial Intelligence › Educational Robotics and Engineering
- Keywords
- Scratch, visual programming environment, bottom-up development, algorithm design, exploratory learning, computer science education, novice programmers, programming constructs
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