Assessing software development skills among K-6 learners in a project-based workshop with scratch

Gutiérrez, Francisco J.; Simmonds, Jocelyn; Hitschfeld, Nancy; Casanova, Cecilia; Sotomayor, Carmen; Peña-Araya, Vanessa

doi:10.1145/3183377.3183396

Cited by 21 publications

(18 citation statements)

References 22 publications

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“…Lastly, Blau et al [7] examined how many projects students had created and remixed while Funke et al [19] categorised projects’ genres. Gutierrez et al [25] examined the extent to which students had made only superficial changes with respect to sample projects. Designing and remixing a number of projects contributes to creating different kinds of computerised solutions that each have a specific purpose (Automation).…”

Section: Resultsmentioning

confidence: 99%

“… Coding patterns and code constructs (decomposition) [1,3–11,14–16,18,20–25,28–30] Separately scripted behaviours or actions (modularisation) [3,25]…”

Section: Discussionmentioning

confidence: 99%

“…• Coding patterns, make-a-blocks and cloning (coding separate procedures as specific functionalities) [1,[6][7][8][9]11,14,20,22,24,25,28,30] • Initialisation [1,7,8,20,24,25] • Sequencing, looping and selection in coding patterns (algorithm control) [1,[3][4][5][6]8,9,11,14,15,18,[20][21][22][23][24][25][28][29][30] • Self-calling (recursive) make-a-blocks [5,22] Automation…”

Section: Abstractionmentioning

confidence: 99%

“…• Coding patterns and code constructs (decomposition) [1,[3][4][5][6][7][8][9][10][11][14][15][16]18,[20][21][22][23][24][25][28][29][30] • Separately scripted behaviours or actions (modularisation) [3,25] Note: The concepts and practices may not be entirely mutually exclusive in terms of the contents.…”

Section: Abstractionmentioning

confidence: 99%

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Computational thinking in programming with Scratch in primary schools: A systematic review

Fagerlund

Häkkinen

Vesisenaho

et al. 2020

Comp Applic In Engineering

114

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Computer programming is being introduced in educational curricula, even at the primary school level. One goal of this implementation is to teach computational thinking (CT), which is potentially applicable in various computational problem‐solving situations. However, the educational objective of CT in primary schools is somewhat unclear: curricula in various countries define learning objectives for topics, such as computer science, computing, programming or digital literacy but not for CT specifically. Additionally, there has been confusion in concretely and comprehensively defining and operationalising what to teach, learn and assess about CT in primary education even with popular programming akin to Scratch. In response to the growing demands of CT, by conducting a literature review on studies utilising Scratch in K–9, this study investigates what kind of CT has been assessed in Scratch at the primary education level. As a theoretical background for the review, we define a tangible educational objective for introducing CT comprehensively in primary education and concretise the fundamental skills and areas of understanding involved in CT as its “core educational principles”. The results of the review summarise Scratch programming contents that students can manipulate and activities in which they can engage that foster CT. Moreover, methods for formatively assessing CT via students' Scratch projects and programming processes are explored. The results underpin that the summarised “CT‐fostering” programming contents and activities in Scratch are vast and multidimensional. The next steps for this study are to refine pedagogically meaningful ways to assess CT in students' Scratch projects and programming processes.

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Section: Resultsmentioning

confidence: 99%

“… Coding patterns and code constructs (decomposition) [1,3–11,14–16,18,20–25,28–30] Separately scripted behaviours or actions (modularisation) [3,25]…”

Section: Discussionmentioning

confidence: 99%

Section: Abstractionmentioning

confidence: 99%

Section: Abstractionmentioning

confidence: 99%

See 2 more Smart Citations

Computational thinking in programming with Scratch in primary schools: A systematic review

Fagerlund

Häkkinen

Vesisenaho

et al. 2020

Comp Applic In Engineering

114

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“…Un estudio asociado al taller en donde participaron 55 escolares sin experiencia previa de programación entre los 10 y 12 años, reveló que los participantes son capaces de adquirir nociones iniciales de buenas prácticas de la ingeniería de software (tales como: revisión del propio código, entender requerimientos funcionales, entre otros), habilidades que promueven el pensamiento computacional. En la actualidad, se está investigando si el orden y la profundidad en que son vistos los contenidos del taller afecta el cómo asimilan los estudiantes distintos conceptos del pensamiento computacional al igual que las prácticas de la ingeniería de software asociadas [23]. "Niñas Pro(Gramadoras)", es un taller de programación competitiva, liderado por la Corporación C 100 , dirigido a alumnas de enseñanza media.…”

Section: Ii-a El Contexto En Chileunclassified

Development of Computational Thinking in High School Students: A Case Study in Chile

González

López

Castro

2018

2018 37th International Conference of the Chilean Computer Science Society (SCCC)

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Most efforts to incorporate computational thinking in K-12 education use visual tools (e.g., Scratch) and focus on students in their first grades. Fewer projects investigate the development of computational thinking in students in the last years of school, who usually have not had early formal preparation to acquire these skills. This study provides evidence of the effectiveness of teaching C++ (a low-level programming language) to develop computational thinking in high school students in Chile. By applying a test before and after a voluntary C++ workshop, the results reveal a significant improvement in computational thinking after the workshop. However, we observe that there was a tendency to drop out of the workshop among students with lower levels of initial computational thinking. Besides, tenth-grade students obtained lower final scores than eleventh and twelfth-grade students. These results indicate that teaching a low-level programming language is useful, but it has high entry-barriers.Index Terms-Computational Thinking Test; C++; Programming in High School. I. INTRODUCCIÓNSe estima que Chile para el año 2019 necesitará llenar un vacío de un 9 % de profesionales en el área de las Tecnologías de la Información y Comunicación. Además el país ha sido rápido en adopción de tecnología y las compañías han mostrado un alto interés en invertir en tecnologías emergentes [1]. Sin embargo, la mayoría de las y los jóvenes que hoy cursan la educación secundaria no han desarrollado aún las habilidades de manejo de tecnología consideradas necesarias según el Ministerio de Educación de Chile [2]. El Sistema de Medición de la Calidad de la Educación (SIMCE) en las Tecnologías de la Información y Comunicación (TIC), realizado en su última versión en 2013, mostró que "solo un 1,8 %de los estudiantes presentaba un nivel avanzando en el uso de las TIC para la realización de tareas relacionadas con el aprendizaje y el conocimiento" [3].Para acercar a los alumnos al mundo digital, el Ministerio de Educación de Chile (MINEDUC) ha implementado el programa: "Enlaces, Centro de Educación y Tecnología del Ministerio de Educación de Chile" (Enlaces), que tiene como misión mejorar la calidad de la educación integrando la informática educativa en el sistema escolar y ha sido un promotor del uso de las TIC dentro del aula de clases. Esto involucra un apoyo a la mejora de la infraestructura tecnológica y una serie de capacitaciones a docentes. Sin embargo, enfocarse únicamente en el uso de las TIC podría provocar que los alumnos aprendan solamente a utilizar soluciones ya configuradas, perdiendo la oportunidad de innovar y de crear soluciones nuevas a problemas de la actualidad [4].Un enfoque menos considerado hasta ahora por el MINE-DUC ha sido el desarrollo del pensamiento computacional, el cual se refiere a una habilidad que involucra la resolución de problemas, diseño de sistemas y la comprensión del comportamiento humano haciendo uso de conceptos fundamentales de la informática [5]. El pensamiento computacional permite fomentar el pe...

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Robotic system education for young children by collaborative‐project‐based learning

Jawaid

Javed

Jaffery

et al. 2019

Comp Applic In Engineering

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This paper presents the fusion of project‐based learning (PBL) and collaborative learning (CL) cohesively, coordinated with sensors and Bluetooth advancements, open‐source programming, and open‐source equipment devices, in a specific microcontroller and installed frameworks designing apply autonomy course for the elementary learners. The major purpose of this study is to evaluate the significance of integrating PBL and CL. The course creates capacities and abilities in critical thinking, problem‐solving, independent learning, collaboration, and specialized technical information. Since PBL alone does not guarantee profoundly talented cooperation, it was supplemented with CL. This structure coordinated course substance and understudy pragmatic accomplishment in a reenacted learning environment. The understudies built a line following and Bluetooth‐controlled robots by actualizing control programming on the “Arduino” open‐source platform, just as utilizing remote interchanges as Arduino offers an instinctive advancement condition and different equipment and programming resources that permit quick improvement of microcontroller‐based ventures. The basic findings of this study work reveal that teaching, learning, and student assessment processes can be improved by using PBL when integrated with CL. The research successfully extends onto another group of learners for preparing similar gadgets under different timelines. In addition, this paper also discusses upon the problem identification, selection of the equipment, circuit design, hardware mounting, and critical analysis of the results acquired from the course through the personal learning experience of the teachers as well as in the form of feedback from the two groups of young learners.

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Assessing software development skills among K-6 learners in a project-based workshop with scratch

Cited by 21 publications

References 22 publications

Computational thinking in programming with Scratch in primary schools: A systematic review

Computational thinking in programming with Scratch in primary schools: A systematic review

Development of Computational Thinking in High School Students: A Case Study in Chile

Robotic system education for young children by collaborative‐project‐based learning

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