Dieser Beitrag beschreibt, wie Scratch in verschiedenen Kontexten zur Einführung ins Programmieren eingesetzt worden ist und wie die Möglichkeit, dank Storytelling zu raschen Programmiererfolgen zu kommen, die Motivation sowohl von Schülerinnen und Schülern als auch von Lehrpersonen fördert.

This paper describes a pedagogical methodology emphasizing the several facets of Scratch. More specifically, section 2 concerns the use of Scratch for introducing to computing students and teachers from all types and levels of education, having no, or very little, informatics knowledge. In section 3, the focus is on how beginners are asked to develop some personal story which helps them understand that some programming components are present, also, in our everyday life. That means they are already in our way of thinking. Section 4 concerns the use of Scratch in middle school where interdisciplinary activities are particularly important to teachers and pupils.

This paper describes different Scratch activities proposed in different learning situations: for primary school-children aged about 9-10 years old; for in-service teachers active in various levels and types of schools, but with very low or without computing competences; for teachers and pupils in middle schools; for students in their beginning two years of technical secondary school (not necessarily specialized in informatics); and for future informatics teachers having a good knowledge of computer science. In all of these situations, Scratch has been introduced as a system for producing original stories, rather than as a programming system. For beginners, this choice proves to be successful in inspiring and motivating their intent to carry on with new activities. This success is mostly due to the possibility of producing, in a relatively short time, artifacts that teachers can immediately use in school; and the students feel they have created a complete product to show to other students (or to the family and to friends). Informatics experts, in particular informatics teachers, discover a pedagogical methodology they are not used to for introducing to programming. All the while, by using Scratch, we can introduce a number of fundamental elements of computer science such as algorithmic complexity. Also, students go through an introductory programming experience, making a faster and smoother change to other programming languages and other environments. In general, the use of Scratch supports and facilitates a process toward achieving competences that many consider necessary to our future young people.