Providing computational problems for enhancing students’ abstraction skills and monitoring how students make abstractions is difficult in block-based programming environments (BBPEs). Thus, concrete examples and principles are needed to guide computer science teachers about understanding and enhancing students’ abstractions. This study aims to examine the effect of using block-based coding environments on enhancing secondary school students’ abstraction skills. Referring to the programming knowledge, a rubric was created to analyze the data from screen recordings, observation and interviews were used together to reveal the students’ abstraction performances. The results suggested that students performed high in elimination, focusing and generalization; however, students’ performances were relatively low in customization. Students’ explanations were mostly related the nature of the problems, affordances of BBPE and the programming constructs used in coding. We hope the study will provide insights for the efforts on instructional designs for successful abstraction experiences for young students.

在基于块的编程环境 (BBPE) 中，提供计算问题以提高学生的抽象技能并监控学生如何进行抽象是很困难的。因此，需要具体的例子和原则来指导计算机科学教师理解和加强学生的抽象。本研究旨在检验使用基于块的编码环境对提高中学生抽象技能的影响。参考编程知识，创建了一个Rubric来分析来自屏幕记录的数据，观察和访谈结合起来揭示学生的抽象表现。结果表明，学生在排除、专注和概括方面表现出色；然而，学生在定制方面的表现相对较低。学生的解释大多与问题的性质、BBPE 的可供性和编码中使用的编程结构有关。我们希望这项研究能够为年轻学生成功抽象体验的教学设计提供见解。