Assessment of Scratch Programming Language as a Didactic Tool to Teach Functions

Abstract

The objective of this research is to study the Scratch programming language as a didactic tool to teach functions. The introduction of didactic tools allowing comprehension in simple and attractive ways is required. Given the traditional teaching/learning system, it is necessary to organize participatory and collaborative dynamic classrooms, which allow the interaction of students in activities where the educator modifies his or her traditional role as an advisor and the students take a more active role in learning through their own effort. In this sense, three activities using the Scratch programming language are proposed: the first one refers to the linear and affine functions, while the second one deals with the quadratic function and the third one is related to the exponential function. The participants in this study were 30 future teachers. The study considers the combination of magisterial lessons and active didactic methodologies as demonstration method, cooperative learning and gamification, also including the applied assessment. The activities, methodologies and assessment were evaluated by the participants with results higher than 4 in 5-point Likert scale for all cases, preferring the active methodologies than magisterial lessons.

Gamification and Game-Based Learning as Cooperative Learning Tools: A Systematic Review

“…Additionally, it is proposed that these tools contribute to innovation in education by incorporating a creative way of teaching that allows teamwork and interaction among students [61]. Indeed, these teaching processes encourage students to be active, participatory, and affective with each other, this is considered from a learning perspective as a fun and engaging process in virtual, face-to-face, and hybrid environments [48,56].…”

“…There are tools aimed at primary school students who seek the consolidation and appropriation of curricular topics, the evaluation of commitment, the evolution of performance during the activities, and the identification of their perceptions of motivation and fluency. Hence, autonomy and cooperative work skills among equals are developed [15,51,55,58,61].…”

Research on the reform of C language programming teaching based on the training of new engineering talents

“…In summary, the traditional C language programming teaching mode faces numerous problems and challenges, necessitating teaching reforms and innovations. Against the backdrop of new engineering education, it is essential to adjust teaching content and methods, increase practical sessions and project practice opportunities, establish a diversified evaluation system, and ultimately enhance teaching quality and effectiveness while cultivating students' practical operational abilities, problem-solving skills, and innovative consciousness [2].…”

Analysis of Scratch Software in Scientific Production for 20 Years: Programming in Education to Develop Computational Thinking and STEAM Disciplines

“…In recent years, many countries have updated curricula and syllabuses in compulsory education [3][4][5][6] by introducing the basic concepts of computing and science, to develop students' computational thinking (CT) skills, thus fostering other subjects such as science, technology, engineering and mathematics (STEM) disciplines [7], so that young people are equipped to face the challenges of the future and to make the most of the opportunities offered by technology [8]. One of the ways to develop this STEM field as a teaching tool [9] is block programming from an early age. These skills enable the understanding of the artificial world around us, such as the home or workplace, which are controlled by human designed systems [10].…”