Post #1 – Programming Languages: My Scratch Project Experience

Course Learning Outcome (CLO 3)

View my Scratch project here!

My Experience Building a Scratch Program

Creating my Scratch animation was both fun and enlightening. I designed a short scene where Scratch the Cat introduces himself, walks across the screen, spins in a circle, changes colors, makes sounds, and says goodbye. I used more than 30 blocks, combining motion, looks, sound, and control features. The drag-and-drop interface made it easy to experiment and learn without the fear of breaking anything.

At first, I struggled to locate certain blocks—such as the sound effects and repeat loops—but once I figured out how the block categories were organized, everything fell into place. One of the most satisfying moments was using loops to repeat actions, which made my animation feel more dynamic and alive.

Insights Gained About Programming

Scratch helped me understand that programming is less about memorizing syntax and more about thinking logically and structuring instructions clearly. I learned how sequences, loops, and event-based actions come together to control what happens in a program.

Debugging was another valuable lesson. If something didn’t behave as expected, I had to review the block sequence and logic to identify the issue—similar to what real programmers do when troubleshooting code. As Türker and Pala (2020) explain, block-based programming tools like Scratch help students improve their computational thinking and self-confidence in programming.

Comparing Programming Languages from the Textbook

Compared to other languages discussed in Sections 10.1 and 10.2 of the CertMaster Learn Tech+ (TestOut Corp., 2024), Scratch was the most beginner-friendly. It’s a visual, interpreted language where you get instant feedback—perfect for learning.

  • Compiled languages like C++ require precise syntax and compiling before you can run the program, which can be frustrating for beginners.

  • Assembly language is low-level and hard to read, mainly used for hardware programming.

  • Query languages like SQL are great for managing and retrieving data, but they don’t focus on animations or logic flow like Scratch.

  • High-level interpreted languages such as Python are more flexible and readable but still require understanding syntax.

According to Koray and Bilgin (2023), Scratch is especially effective in helping students build a foundation for understanding traditional programming.

Easiest Language to Use

Scratch was by far the easiest language for me to use. Its visual design helps prevent errors because blocks only fit together if they make logical sense. That alone reduced frustration and made the learning process enjoyable. I didn’t need to worry about typos, brackets, or semicolons—if something went wrong, I could just rearrange the blocks or check the sequence.

When Each Language Is Most Effective

Each type of programming language has its strengths, depending on the use case:

  • Compiled languages like C++/Java – Best for high-performance applications like games and enterprise software.

  • Interpreted languages like Python – Great for web development, automation, and data science.

  • Assembly language – Still used in embedded systems where low-level control is needed.

  • Query languages (SQL) – Perfect for managing large databases and extracting information.

  • Visual block languages (Scratch) – Ideal for beginners, especially in educational environments such as K–12 or introductory computer science courses.

References

Koray, A., & Bilgin, E. (2023). The Effect of Block Coding (Scratch) Activities Integrated into the 5E Learning Model in Science Teaching on Students' Computational Thinking Skills and Programming Self-Efficacy. Science Insights Education Frontiers, 18(1), 2825-2845.

TestOut Corp. (2024). CertMaster Learn Tech+. Retrieved from http://www.testout.com

Türker, P. M., & Pala, F. K. (Dec 2019-Feb 2020). A Study on Students' Computational Thinking Skills and Self-Efficacy of Block-Based Programming. Journal on School Educational Technology, 15(3), 18-31. Retrieved from https://imanagerpublications.com/article/16669/

 

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