Treffer: Enhancing universal access to programming education: paradigm‑aligned transition from block‑based to text‑based languages.

Block-based programming languages (BPL) have been widely used for more than a decade to introduce basic programming concepts to novices, particularly at the K-12 level. These languages have proven effective in motivating learners and supporting the development of fundamental programming skills. However, challenges arise when transferring knowledge from block to text-based programming languages (TBPL). A key obstacle in this transfer lies in the compatibility of programming paradigms across environments. BPLs, such as Scratch, are designed according to the Logo philosophy and typically align with object-oriented or functional programming paradigms, whereas traditional text-based languages, such as Python, are rooted in the procedural paradigm. This difference complicates knowledge transfer between environments. We conducted a quantitative study with 163 sixth-grade students from three elementary schools during informatics classes aligned with the national curriculum. The study aimed to compare the effectiveness of learning basic programming concepts using Python alone versus a combination of Python and MakeCode for micro: bit. The combined approach was supported by a bridging-based mediated-transfer method to enhance knowledge transfer and examine its impact on students’ comprehension of basic programming concepts. Results indicate that students exposed to the aligned BPL–TBPL sequence with explicit bridging achieved significantly better comprehension of core programming constructs than those who learned with Python alone. [ABSTRACT FROM AUTHOR]