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]
Citations
Cites
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Habits of mind: An organizing principle for mathematics curricula
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Maloney, J. H., Peppler, K., Kafai, Y. B., Resnick, M., & Rusk, N. (2008) · ACM Technical Symposium on Computer Science Education (SIGCSE) · doi:10.1145/1352135.1352260 · Cited by 449
Epistemological Pluralism and the Revaluation of the Concrete.
Turkle, S., & Papert, S. A. (1992) · The Journal of Mathematical Behavior · Cited by 427
Scratch for budding computer scientists
Malan, D. J., & Leitner, H. H. (2007) · ACM SIGCSE Technical Symposium on Computer Science Education (SIGCSE) · doi:10.1145/1227310.1227388 · Cited by 256
Learning computer science concepts with scratch
Meerbaum–Salant, O., Armoni, M., & Ben‐Ari, M. (2010) · ACM Conference on International Computing Education Research (ICER) · doi:10.1145/1839594.1839607 · Cited by 228
Self-citationMaloney, J. H., Peppler, K., Kafai, Y. B., Resnick, M., & Rusk, N. (2008) · ACM SIGCSE Bulletin · doi:10.1145/1352322.1352260 · Cited by 146
But My Program Runs! Discourse Rules for Novice Programmers
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Understanding natural programs using proper decomposition
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Research works printed but not linked: 5
- Harel I. and Papert S. (eds.). 1991. Constructionism. Ablex Norwood NJ. Harel I. and Papert S. (eds.). 1991. Constructionism. Ablex Norwood NJ.
- Kafai Y. and Resnick M. (eds.) 1996. Constructionism in Practice: Designing Thinking and Learning in a Digital World. Lawrence Erlbaum Associates Mahwah NJ. Kafai Y. and Resnick M. (eds.) 1996. Constructionism in Practice: Designing Thinking and Learning in a Digital World. Lawrence Erlbaum Associates Mahwah NJ.
- Kaloti-Hallak F. 2010. Learning Programming Concepts Using Scratch at the Middle-School Level. Unpublished MSc Thesis Weizmann Institute of Science. Kaloti-Hallak F. 2010. Learning Programming Concepts Using Scratch at the Middle-School Level. Unpublished MSc Thesis Weizmann Institute of Science.
- Turkle S., 1991, In: Harel
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Cited by
Sorted by citations
A systematic review of learning computational thinking through Scratch in K-9
Zhang, L., & Nouri, J. (2019) · Computers & Education · doi:10.1016/j.compedu.2019.103607 · Cited by 538
Learning computer science concepts with Scratch
Meerbaum–Salant, O., Armoni, M., & Ben‐Ari, M. (2013) · Computer Science Education · doi:10.1080/08993408.2013.832022 · Cited by 360
Self-citationComparing Block-Based and Text-Based Programming in High School Computer Science Classrooms
Weintrop, D., & Wilensky, U. J. (2017) · ACM Transactions on Computing Education · doi:10.1145/3089799 · Cited by 338
Bau, D., Gray, J., Kelleher, C. L., Sheldon, J., & Turbak, F. A. (2017) · Communications of the ACM · doi:10.1145/3015455 · Cited by 326
From Scratch to “Real” Programming
Armoni, M., Meerbaum–Salant, O., & Ben‐Ari, M. (2015) · ACM Transactions on Computing Education · doi:10.1145/2677087 · Cited by 267
Self-citation
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
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