Design and Development of an Instructional Program for Teaching Programming Processes to Gifted Students Using Scratch

Abstract

This chapter examines practical applications of an educational program designed to teach Turkish gifted second, third, and fourth grade students programming using Scratch, an online programming website (https://scratch.mit.edu). This qualitative research study was conducted with gifted identified students in an elementary school in Ankara's Altındağ district. Qualitative data collection methods were used. The study found program strengths included practical orientation, student independence, student free expression, computer literacy, and interdisciplinary connections. Additionally, providing a variety of tools and equipment, using Scratch, having a course web site, and on-line resource sharing were also seen as strengths by the participants. Perceived weaknesses were technical difficulties, the limited number of course hours, some of Scratch's negative features, inadequate help at particular points, and negative situations caused by gender and grade level differences. Results indicate preliminary knowledge of participant computer literacy as important to programming success.

Digital story design activities used for teaching programming effect on learning of programming concepts, programming self‐efficacy, and participation and analysis of student experiences

“…Programming education in K–12 is a topic that gets more and more important day by day. It is possible to see the reflection of this importance in the policies of many countries (Durak, ). Because programming education is necessary for the acquisition and development of qualifications of the 21st century (Fessakis, Gouli, & Mavroudi, ; Kalelioğlu & Gülbahar, ).…”

“…As a matter of fact, according to the understanding of education framework of the 21st century, it is expected that students should be able to form a specific product, present the product, express themselves creatively, and present their knowledge in a productive manner (Kırmacı & Yıldırım, ). Hence, it can be concluded that the programming skill has turned into the basic skill of the 21st century (Durak, ).…”

Flipped learning readiness in teaching programming in middle schools: Modelling its relation to various variables

“…According to Mazman (), as programming is a skill that an individual possesses, it is not used only for short‐term purposes, yet it is possible to transfer it to problem‐solving, presenting a product and other situations when it is necessary. It is important in terms of improving communication programming skills in the process of education (Durak, ). Communication of students in FC, both in class and out‐of‐class with their peers and teachers should be encouraged.…”

“…Fifteen‐week programming course was carried out in the FC model with the students in the 5th, 6th, 7th, and 8th years of middle school. Scratch program was chosen as a programming teaching tool because Scratch is the most commonly used and most functional tool in early programming teaching (Durak, ). In addition, the use of Scratch positively influences children's learning to program and engagement in teaching programming (Zuckerman, Blau, & Monroy‐Hernández, ).…”

“…In programming activities, the theory and implementation should be balanced, and in the literature, it is seen that this is generally disregarded (Durak, ). When the student comes to the classroom, it is identified that if she/he has learning misconceptions, then programming‐based learning applications are actualized.…”