Computational thinking and mathematics using Scratch: an experiment with sixth-grade students

Rodríguez-Martínez, José Antonio; González‐Calero, José Antonio; Sáez-López, José-Manuel

doi:10.1080/10494820.2019.1612448

Cited by 112 publications

(85 citation statements)

References 30 publications

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“…Similarly, Mouza et al (2016) pointed out that repeated participation in after‐school calculation procedures can significantly affect students' CT concepts, and it continued over time. Due to varying educational conditions, the duration of programming intervention differs across studies, with some being as short as a few days (Angeli & Valanides, 2020; Rodríguez‐Martínez et al, 2019), and some extending over several months (Denner et al, 2014; Sáez‐López et al, 2016). We investigated whether programming intervention duration might explain the differences in effectiveness between studies.…”

Section: Introductionmentioning

confidence: 99%

Which way of design programming activities is more effective to promote K‐12 students' computational thinking skills? A meta‐analysis

Sun

Zhou

2021

Computer Assisted Learning

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Promoting the cultivation of computational thinking (CT) skills in programming activities has become a key issue in the K‐12 curriculum, however, there is no unified conclusion on how to design programming activities to promote the acquisition of CT skills more effectively. The purpose of this study is to determine the effectiveness of using programming to enhance K‐12 students' CT skills and explore the influence of various programming instructional design factors on the acquisition of CT skills. This study presents a quantitative meta‐analysis. A systematic search of randomized controlled studies on the influence of programming on CT skills. A total of 86 empirical studies with 114 effect sizes met the study selection criterion. The results showed that programming improved K‐12 students' CT skills in general (Hedges' g = 0.601, 95% CI [0.505, 0.697], p < 0.001). No publication bias was detected. Besides, we found that the interdisciplinary integration of programming, the duration of programming intervention within 1 week to 1 month, the class size of less than 50 students, and a reasonable selection of programming instruments and CT assessment types may be more conducive to promoting students' CT skills. Based on these findings, we suggest that programming instructional design should be planned reasonably to make the best use of technology towards developing students' CT skills. This will be of great significance to programming teaching and CT education in K‐12.

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Section: Introductionmentioning

confidence: 99%

Which way of design programming activities is more effective to promote K‐12 students' computational thinking skills? A meta‐analysis

Sun

Zhou

2021

Computer Assisted Learning

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“…In these studies, positive results were obtained for the development of students’ conceptual knowledge (Pérez-Marín et al. 2020; Rodríguez-Martínez et al., 2020), algorithmic thinking (Chen et al., 2017; Oluk et al., 2018) and evaluation skills (Csizmadia et al., 2015; Selby & Woollard, 2013).…”

Section: Introductionmentioning

confidence: 99%

“…It is known that programming activities can develop the students’ CTS (Denner et al., 2012; Denning, 2007; 2009; Riley & Hunt, 2014; Weintrop et al., 2016). Programming is considered a reflection of the problem-solving process and students use their CTS while coding (Rodríguez-Martínez et al., 2020). Various computer science concepts such as system design (Denning, 2007; Wing, 2008), automation (Barr & Stephenson, 2011), self-iteration (Brennan & Resnick, 2012), parallel processing (Computer Science Teachers Association [CSTA] & ISTE, 2011), and debugging (Brennan & Resnick, 2012; NRC, 2010) are used to explain CTS.…”

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confidence: 99%

A Valid and Reliable Scale for Developing Programming-Oriented Computational Thinking

Kılıç

Gökoğlu

Öztürk

2020

Journal of Educational Computing Research

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In this research, a scale was developed to determine the programming-oriented computational thinking skills of university students. The participants were 360 students studying in various departments at different universities in Turkey for computer programming. The scale consists of 33 items under conceptual knowledge, algorithmic thinking, and evaluation subscale. While there was no significant difference between the students’ conceptual knowledge and algorithmic thinking skills, the evaluation skills of male students differed significantly compared to females. Programming experience has a significant effect on conceptual knowledge, algorithmic thinking, and evaluation. The algorithmic thinking skills of the students who have low, middle, and high-level programming experience differed significantly. In terms of the development of conceptual knowledge and evaluation skills, it was observed that students should have at least one year of programming experience, but this experience will not make a significant difference if it is four years or more. It is thought that this scale, which is structured for different applications (e.g., web, game, robot) and learning environments (e.g., text, block) within the framework of its programming capabilities (conceptual, semantic, strategic knowledge), will contribute significantly to the evaluation of computational thinking as programming oriented.

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“…Scratch (Vidal et al,2015) en el aprendizaje de las matemáticas describe la construcción de algoritmos y elementos (Marimuthu y Govender, 2018), presenta el diseño de actividades interactivas de estudiantes que aprendieron las operaciones básicas desarrollando su creatividad, y la solución de problemas (Rodríguez et al,2020), (Acuña, 2018), (Ouahbi et al, 2015), el máximo común divisor (Baeza et al, 2017), apoyo al aprendizaje en estudiantes de primaria (Dapozo et al, 2016), la programación de robots (Scherer et al, 2020). Una estrategia didácticas para el aula es la construcción de un videojuego educativo que se puede considerar como un objeto virtual de aprendizaje que promueve la adquisición de conocimientos de forma autodidacta con ayuda de las Tecnologías de la Información y la Comunicación (TIC) (Cabrera et al, 2016).…”

Section: Introductionunclassified

El ingeniero de inclusión y el lenguaje Scratch en el aprendizaje de la matemática

2020

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Se crea una estrategia didáctica mediada con Scratch apoyada con metodología STEAM. Se realiza una programación visual en temas ambientales con estudiantes de grado 9, se interviene con un programa de formación, con la aplicación de unas pruebas. El ingeniero de inclusión contribuye con la educación básica secundaria en el desarrollo de una estrategia didáctica para el fortalecimiento de las competencias matemáticas de razonamiento y argumentación, comunicación, representación y modelación, planteamiento y resolución de problemas. Los jóvenes investigadores del programa de ingeniería de sistemas asumen el rol de ingeniero de inclusión, y desarrollan una investigación mixta. El pretest obtiene un desempeño mínimo de 275 puntos, y el postest con 369 puntos, ubicada en un nivel de desempeño satisfactorio. El éxito radica que el ingeniero de inclusión conoce las dificultades presentes para trazar los objetivos de aprendizaje con procesos innovadores.

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Computational thinking and mathematics using Scratch: an experiment with sixth-grade students

Cited by 112 publications

References 30 publications

Which way of design programming activities is more effective to promote K‐12 students' computational thinking skills? A meta‐analysis

Which way of design programming activities is more effective to promote K‐12 students' computational thinking skills? A meta‐analysis

A Valid and Reliable Scale for Developing Programming-Oriented Computational Thinking

El ingeniero de inclusión y el lenguaje Scratch en el aprendizaje de la matemática

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