Scratch for budding computer scientists

@article{Malan2007ScratchFB,
  title={Scratch for budding computer scientists},
  author={David J. Malan and Henry H. Leitner},
  journal={Proceedings of the 38th SIGCSE technical symposium on Computer science education},
  year={2007}
}
  • D. Malan, Henry H. Leitner
  • Published 7 March 2007
  • Computer Science
  • Proceedings of the 38th SIGCSE technical symposium on Computer science education
Scratch is a "media-rich programming environment" recently developed by MIT's Media Lab that "lets you create your own animations, games, and interactive art." Although Scratch is intended to "enhance the development of technological fluency [among youths] at after-school centers in economically disadvantaged communities," we find rarkable potential in this programming environment for higher education as well.We propose Scratch as a first language for first-time programmers in introductory… 

Figures from this paper

'scratch' your way to introductory cs
TLDR
Scratch makes it easy to program projects that users find motivating and empowering, such as animated stories, interactive presentations, and games, yet since Scratch includes repetition constructs, conditionals, threads, communications, user input, and variables, it also introduces many key computer science ideas.
Bringing "No Ceiling" to Scratch: Can One Language Serve Kids and Computer Scientists?
TLDR
A small but growing trend among universities is to develop computer science courses for non-majors using Scratch as the programming environment, because it isn’t threatening―the same reason it works for kids.
Starting with scratch in CS 1
TLDR
Scratch is both a social computing environment and a rich programming language with a highly supportive interface and there is growing interest in using Scratch at the undergraduate level as a gentle introduction to hard concepts.
Scratch: Applications in Computer Science 1
TLDR
It was found that students who used Scratch expressed higher motivation but there was no statistically evidence of differences neither in dropout rates nor obtained scores, compared with normal courses.
From Scratch to “Real” Programming
TLDR
It is found that the programming knowledge and experience of students who had learned Scratch greatly facilitated learning the more advanced material in secondary school: less time was needed to learn new topics, there were fewer learning difficulties, and they achieved higher cognitive levels of understanding of most concepts.
A (Relatively) Unsatisfactory Experience of Use of Scratch in CS1
TLDR
This work adopted Scratch as the introductory programming language for a CS1 course in a videogames major and used it for two weeks and then the course switched to using Java.
A minimal, extensible, drag-and-drop implementation of the C programming language
TLDR
This work describes a third way to programming languages that can be used for introductory computer science: the visual implementations of relevant subsets of standard programming languages such as C.
Modularizing Scratch Code to Develop Interactive Media Content
TLDR
This study demonstrates how modularized Scratch programming is easy to learn and produces interactive media reflecting the use of new education pedagogies.
Using Virtual World Programming Languages To Teach Computer Science Concepts
  • B. Ward
  • Computer Science, Education
  • 2009
TLDR
This paper discusses these such languages, and takes a look at how usable they actually are for performing some simple tasks, and discussion on how these languages could be enhanced to make it easier to teach the chosen concepts within them.
...
...

References

SHOWING 1-10 OF 18 REFERENCES
Scratch: A Sneak Preview
TLDR
The working hypothesis is that, as kids work on personally meaningful Scratch projects such asanimated stories, games, and interactive art, they will develop technological fluency, mathematical and problem solving skills, and a justifiable self-confidencethat will serve them well in the wider spheres of their lives.
Karel the Robot: A Gentle Introduction to the Art of Programming
TLDR
This widely-praised guide begins by introducing KAREL, a literal-minded robot whose built-in capabilities allow him to explore his world and manipulate simple objects in it and introduces his programming language, which emphasizes logical deduction and spatial reasoning rather than calculation and algebraic reasoning.
Some reflections on designing construction kits for kids
TLDR
Ten guiding principles for designing construction kits for kids, informed by the experiences over the past two decades, believe that they could be useful for everyone who designs new technologies for kids.
Karel ++ A Gentle Introduction to the Art of Object-Oriented Programming
TLDR
This creative approach to learning C++ programming introduces readers to Karel the Robot and then shows them how to design programs that instruct Karel to perform complex tasks.
Massachusetts Institute of Technology
WARNING NOTICE: The experiments described in these materials are potentially hazardous and require a high level ofsafety training, special facilities and equipment, and supervision by appropriate
The AWT in 1.0 and 1.1. java.sun.com/products/jdk/awt
  • The AWT in 1.0 and 1.1. java.sun.com/products/jdk/awt
Inc. The AWT in 1.0 and 1.1. java.sun
    Lifelong Kindergarten, MIT Media Lab. Crickets. llk.media.mit.edu/projects.php?id=1942
      JKarel
      • www.fas.harvard.edu/libe50a/jkarel.html
      • 2003
      Center for Connected Learning and Computer-Based Modeling, Northwestern University
      • Center for Connected Learning and Computer-Based Modeling, Northwestern University
      ...
      ...