Internally funded project
Acronym: VP
Start date : 01.04.2017
End date : 30.09.2020
Website: https://ddi.cs.fau.de/forschung/visuelle-programmierung/
Block-based programming languages represent an entry point
into programming that is successfully used by programming
novices. These languages are also increasingly recognized
as a chance to introduce non-professional programmers to
the design of computer systems.
These graphical, block-based programming languages differ
from text-based programming languages not only on a usage-
level, but also on a conceptual one; the latter is
especially relevant for computer science education. For
teachers and educators, a conceptual understanding is
necessary in order to identify opportunities and problems
for learners that utilize Scratch-like programming
environments. It becomes apparent that the idea of
“programming for all” becomes a reachable goal when using
the right tools. At the same time, however, in order to
achieve a deeper understanding of computing concepts, a
pedagogical treatment of the subject matter is required.
In this research project, conceptual differences in block-
based languages will be identified, examined, and analyzed
from a pedagogical perspective. Furthermore, strategies and
approaches for their usage in classrooms will be developed
and evaluated.
Block-based programming languages represent an entry point
into programming that is successfully used by programming
novices. These languages are also increasingly recognized
as a chance to introduce non-professional programmers to
the design of computer systems.
These graphical, block-based programming languages differ
from text-based programming languages not only on a usage-
level, but also on a conceptual one; the latter is
especially relevant for computer science education. For
teachers and educators, a conceptual understanding is
necessary in order to identify opportunities and problems
for learners that utilize Scratch-like programming
environments. It becomes apparent that the idea of
“programming for all” becomes a reachable goal when using
the right tools. At the same time, however, in order to
achieve a deeper understanding of computing concepts, a
pedagogical treatment of the subject matter is required.
In this research project, conceptual differences in block-
based languages will be identified, examined, and analyzed
from a pedagogical perspective. Furthermore, strategies and
approaches for their usage in classrooms will be developed
and evaluated.