The integration of visual programming in early formal education has been found to promote computational thinking of students. Teachers' intuitive perspectives about optimal learning processes – "folk psychology" – impact their perspectives about teaching "folk pedagogy" and play a significant role in integrating educational technologies, such as visual programming, within the formal curriculum. This study was conducted based on the mixed method research paradigm. First, a folk pedagogy questionnaire was distributed to 89 teachers who integrate differing technologies in their classroom in order to identify the teachers' pedagogical perspectives: constructivist versus instructivist. Then, semi-structured interviews were conducted with 24 teachers who teach Scratch in order to gain a deeper understanding of their instructivist/constructivist perspectives and actual pedagogical practices and strategies. Finally, we analyzed 96 students' programming artifacts to explore differences, if any, in students' outcomes related to the pedagogical perspectives of their teachers. Findings revealed that pedagogical perspectives are reflected in teaching strategies and assessment practices employed in a visual programming environment. It is promising that teaching visual programming promoted constructivist pedagogy even among instructivist teachers and was consequently reflected in student perspectives and expressed in their programming artifacts. We discuss theoretical and educational implications of these findings.

可视化编程在早期正规教育中的整合已被发现可以促进学生的计算思维。教师对最佳学习过程的直观观点——“民间心理学”——影响他们对“民间教学法”教学的看法，并在将视觉编程等教育技术整合到正规课程中方面发挥着重要作用。本研究是基于混合方法研究范式进行的。首先，向 89 位在课堂中整合不同技术的教师分发了一份民间教学调查问卷，以确定教师的教学观点：建构主义与教学主义。然后，对 24 位教授 Scratch 的教师进行了半结构化访谈，以便更深入地了解他们的教学主义/建构主义观点以及实际的教学实践和策略。最后，我们分析了 96 名学生的编程成果，以探索与教师教学观点相关的学生成果的差异（如果有的话）。调查结果表明，教学观点反映在可视化编程环境中采用的教学策略和评估实践中。很有希望的是，教学可视化编程甚至在指导教师中也促进了建构主义教学法，因此反映在学生的观点中，并在他们的编程作品中得到表达。我们讨论了这些发现的理论和教育意义。