The DOI matches its Crossref record; 11 of the 11 references it cites were found in a registry or an index.
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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“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]
In the citing paper
“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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Metadata
- 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
- Social Sciences › Education › Educational Robotics and Engineering
- Keywords
- Scratch, visual programming environment, bottom-up development, algorithm design, exploratory learning, computer science education, novice programmers, programming constructs
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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