Starting From Scratch Again and Again: Tracing the Origins of High Schoolers’ Negative Perceptions of Block-Based Programming

Paper Title

Starting From Scratch Again and Again: Tracing the Origins of High Schoolers' Negative Perceptions of Block-Based Programming

Publication Info

• Topic area: High school students' perceptions of block-based programming in K–12 computer science education.
• Keywords: block-based programming, text-based programming, K–12 computer science, folk theories, programming tools, student perceptions, tool design, educational progression, constructivist grounded theory, modality.

Background and Problem

• Problem / challenge: High school students often perceive block-based programming (BBP) as simplistic, childish, or inauthentic, which can demotivate learners and limit engagement with these tools. Prior research has not fully explored how these beliefs form and evolve over time.
• Significance: Understanding these perceptions is critical for designing educational tools and curricula that support sustained engagement and broader participation in computer science.
• Motivation and related work: Previous studies have examined usability and learning outcomes of BBP versus text-based programming (TBP) but have not traced how students develop persistent beliefs about programming tools. This paper builds on the concept of folk theories in HCI to investigate how students interpret their experiences with BBP and TBP over time.

Solution

• Proposed approach: A constructivist grounded theory study to trace high school students' folk theories about programming tools, focusing on how these beliefs are shaped by early experiences, tool design, and cultural signals.
• Novelty:
  1. Identification of three dominant folk theories about programming tools among high school students.
  2. Analysis of how early experiences and repeated exposure to BBP shape perceptions of its limitations.
  3. Exploration of counterexamples that shift students' beliefs about BBP and TBP capabilities.
  4. Recommendations for designing tools and curricula that challenge entrenched beliefs and promote broader conceptions of computer science.
• Procedure and key techniques:
  • Conducted semi-structured interviews with 17 U.S. high school students aged 14–18.
  • Used theoretical sampling and iterative memoing to refine themes.
  • Analyzed transcripts using open, axial, and selective coding to identify recurring patterns and core constructs.
  • Included interface probes to expose participants to unfamiliar tools and observe shifts in perception.

Results

• Concrete findings:
  • Students developed three key folk theories: (1) computer science is about accumulating programming languages, (2) BBP is only for young beginners, and (3) BBP is inherently limited in expressivity and output sophistication.
  • Early exposure to simplistic BBP tools reinforced perceptions of BBP as childish and stagnant.
  • Counterexamples, such as dual-modality tools and advanced BBP environments, challenged these beliefs and expanded students' views of BBP's potential.
• Advantage over baselines:
  • Provides a longitudinal perspective on how students' beliefs about programming tools evolve, rather than focusing on isolated comparisons of BBP and TBP.
  • Highlights the role of cultural and social factors in shaping perceptions, offering insights beyond technical tool design.
• Experiments / evaluation:
  • Interviews with 17 students from diverse U.S. high schools.
  • Analysis of participants' reflections on their programming experiences, including exposure to new tools during the study.
  • Validation of findings through iterative coding and theoretical sampling.
• Limitations and future work:
  • Small, self-selected sample limited to U.S. high school students; findings may not generalize to other contexts.
  • Retrospective self-report may introduce recall bias.
  • Future work could include longitudinal studies, experimental interventions, and analysis of younger students' perceptions.

Summary

This study investigates how high school students develop negative perceptions of block-based programming, identifying three dominant folk theories that frame BBP as simplistic, childish, and limited. These beliefs are shaped by early exposure to repetitive, low-expressivity BBP tools and reinforced by cultural and social signals. However, exposure to advanced or dual-modality tools can challenge these assumptions and expand students' understanding of BBP's capabilities. The findings highlight the need for intentional tool design and curriculum development that foregrounds progression, challenges misconceptions, and broadens students' conceptions of computer science. Future research should explore how these beliefs form across diverse contexts and how targeted interventions can reshape them.