Ingenuity of scratch programming on reflective thinking towards problem solving and computational thinking

Gökçe, Semirhan; Yenmez, Arzu Aydoğan

doi:10.1007/s10639-022-11385-x

Cited by 12 publications

(3 citation statements)

References 69 publications

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“…Four of the most popular visual programming websites and tools are Code.org [37,42], Scratch [26,46,47], Alice [48,49], and the MIT App Inventor [50,51]. While Scratch, Alice, and App Inventor provide examples for students to use in completing projects and assignments, course content must be selected or designed by researchers [52][53][54] or students in order to develop a new project [55,56]. As a result, it is not easy to reproduce and compare work for use in follow-up research.…”

Section: Computational Thinking Instructionmentioning

confidence: 99%

The Effect of Time Management and Help-Seeking in Self-Regulation-Based Computational Thinking Learning in Taiwanese Primary School Students

Chen,

Su,

Lin

et al. 2023

Sustainability

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Computational thinking skills are increasingly required for working with information technology products and are considered core learning objectives in science and technology curriculums across all grades. However, there is yet to be a curriculum model for computational thinking, and many teachers are still figuring out this issue and designing courses to cultivate these skills in students. We planned 8-course periods for 108 curriculums, using the Bebras International Computational Thinking Challenge and programming learning motivation scale to evaluate game-based lessons from Code.org. The grade-3 and -4 students were randomly divided into self-regulation and guided-learning groups, and 153 valid data were analyzed using paired t tests and ANCOVA. As a result, we found the learning behaviors of the two groups of students to be worthy of further exploration in terms of time management and help-seeking learning strategies. Code.org’s game-based lessons effectively engage students to complete most of the course, addressing the usual course completion issues when self-paced. The self-regulation group spent more time in peer discussions and had better learning outcomes than the guided-learning group. To this end, we provide detailed curriculum information as a teaching model for the self-regulated learning of computational thinking in primary schools.

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Section: Computational Thinking Instructionmentioning

confidence: 99%

The Effect of Time Management and Help-Seeking in Self-Regulation-Based Computational Thinking Learning in Taiwanese Primary School Students

Chen,

Su,

Lin

et al. 2023

Sustainability

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“…Some studies have found that the earlier exposure to CT is beneficial to the long-term development of students' CT, and that this effect can even last into adulthood (Margolis, 2017). Many programming practice studies have also demonstrated that programming can significantly improve primary students' CT (Gökçe & Yenmez, 2022;Sun & Liu, 2023). However, many existing studies use visual and graphical programming to develop students' CT, which benefits from the fact that they only require dragging and dropping programming blocks to achieve the relevant programming functions (Sigayret et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Effects of Gamified Python Programming on Primary School Students’ Computational Thinking Skills: A Differential Analysis of Gender

Sun,

Liu

2023

Journal of Educational Computing Research

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Computational thinking (CT), as a new future-oriented literacy, has gained attention at the basic education level. Graphical programming is the common way to develop CT in primary students, but this drag-and-drop programming may weaken students’ understanding of programming’s abstract concepts and code logic. Text-based programming approaches can solve the problems faced by graphical programming, but few studies have explored the impact of text-based programming on CT. Therefore, we conducted a quasi-experimental study with 98 6th graders to explore the impact of gamified Python programming on CT. The findings showed that CT skills, as well as abstraction and decomposition, pattern recognition and evaluation in CT sub-skills, were significantly higher with students in the experimental group than in the control group. Furthermore, we found that gamified Python programming enabled boys and girls to reach the same level of CT skills. However, in terms of CT sub-skills, we found that gamified Python programming was more beneficial to the development of pattern recognition and evaluation skills for boys and abstraction and decomposition skills for girls. This demonstrated the effectiveness of gamified Python programming to improve primary students’ CT skills while clarifying the impact of gender and enriching research in the field of text-based programming.

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“…Selain itu, computational thinking juga dapat digunakan untuk membantu pemecahan masalah di berbagai bidang akademis, termasuk ilmu pengetahuan alam, humaniora, dan matematika (Peel et al, 2022;Weintrop et al, 2016). Pembelajaran dengan menggunakan pendekatan computational thinking menjadi salah satu upaya yang dipilih guru untuk menciptakan lingkungan belajar yang mengarahkan siswa untuk berpikir terstruktur, kritis, dan logis (Hsu et al, 2018;Gökçe & Yenmez, 2023). Keterampilan computational thinking ini mencakup empat komponen penting dalam penerapannya, yaitu abstraksi, dekomposisi, algoritma, dan pengenalan pola.…”

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Profil Computational Thinking Skill Siswa SMP dalam Pembelajaran IPA

Izzah,

Suwaibatulilla,

Khasfiyatin

et al. 2023

j. paedagog. penelit. pengemb. pendidik.

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This research aims to describe the profile of students' computational thinking skills (CTS) in solving problems on topics about work, energy, and simple machines in science learning. This research was conducted using a descriptive method with a quantitative approach. The subjects in this research were students in classes VIII A and IX A of SMP Negeri 4 Jember for the 2023/2024 academic year, with a total of 64 students from each class taken from 32 students in each class. The data collection technique in this research used a Computational Thinking essay test with 5 questions, which were then analyzed using quantitative descriptive analysis. Based on the research results, it is known that the CTS level of class VIII students was 35.97, so it was categorized as low, and the CTS level of class IX students was 53.59, which has been given treatment, so it is categorized as medium. The highest level that class VIII students could achieve was 55.47%, namely decomposition ability, and the lowest percentage was 2.18%, namely evaluation ability. Meanwhile, the highest level that could be achieved by class IX students who had received learning material on work, energy, and simple machines was 59.37%, namely decomposition ability, and the lowest level was 20.93%, namely pattern recognition ability.

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Ingenuity of scratch programming on reflective thinking towards problem solving and computational thinking

Cited by 12 publications

References 69 publications

The Effect of Time Management and Help-Seeking in Self-Regulation-Based Computational Thinking Learning in Taiwanese Primary School Students

The Effect of Time Management and Help-Seeking in Self-Regulation-Based Computational Thinking Learning in Taiwanese Primary School Students

Effects of Gamified Python Programming on Primary School Students’ Computational Thinking Skills: A Differential Analysis of Gender

Profil Computational Thinking Skill Siswa SMP dalam Pembelajaran IPA

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