Learning Block Programming using Scratch among School Children in Malaysia and Australia: An Exploratory Study

Zamin, Norshuhani; Savita, K.S.; Bhattacharyya, Ena; Zaffar, Maryam; Jamil, Siti Nor Katijah Mohd

doi:10.1109/iccoins.2018.8510586

Cited by 8 publications

(8 citation statements)

References 12 publications

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“…This pleasant condition will build students' interest and motivation in learning which is needed in critical thinking learning, so that students actively discover new knowledge. Several research results are consistent with this, namely computational-based learning using Scratch has had a wide impact in the world of education, including the last two decades, in which more than tens of thousands of students around the world are highly motivated and interested in computational-based learning activities and learning that builds critical thinking (Kafai, 2018;Jiang & Li, 2021;Sabila & Gunawan, 2022;Zamin, 2018).…”

Section: Improving Student Thinking Skillssupporting

confidence: 59%

Scratch-Assisted WavesTeaching Materials: ICT Literacy and Students Critical Thinking Skills

Negoro¹,

Rusilowati²,

Aji³

2023

tused

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The rapid development of technology requires education to provide learning that can improve students' critical thinking and ICT (information and communication technology) skills. One of the lessons that can be applied is ICT-based. The material is packed with state-of-the-art technology and computer programming. For this reason, a study was carried out which had the objectives of (1) developing Scratch-assisted Wave teaching materials, (2) testing their validity, (3) testing the practicality of using teaching materials, and (4) testing their effectiveness in improving students' ICT literacy and critical thinking skills. This research is an R&D that has 4D procedures, namely define, design, develop, and disseminate. The product trial used the pretest-posttest control group design. The research instruments consist of the gap test, ICT literacy test and critical thinking skills test. The data analysis technique used in the study are percentage and t-tests. The product in this research is in the form of ICT-based wave teaching materials. Programming applications in teaching materials are in the form of Scratch with a contextual learning approach, namely physical symptoms and phenomena that are closely related to life. The average percentage validity of teaching materials in terms of content is very decent category. The level of readability of teaching materials through gap tests and questionnaires is very easy-to-understand categories. The effectiveness of teaching materials is seen from the increase in ICT literacy and critical thinking skills of high school students who use Scratch-assisted Wave teaching materials are higher than those using ordinary teaching materials.

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Section: Improving Student Thinking Skillssupporting

confidence: 59%

Scratch-Assisted WavesTeaching Materials: ICT Literacy and Students Critical Thinking Skills

Negoro¹,

Rusilowati²,

Aji³

2023

tused

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“…Basic skills in coding in early childhood; includes directional signs, sequencing, debugging, function creation, looping, program development, and algorithmic thinking (Futschek, 2006;Kalyenci et al, 2022;Lee & Junoh, 2019;Mittermeir, 2013;Relkin et al, 2021;Welch et al, 2019;Zamin et al, 2018). In addition, K-12 standards for coding skills were set forth by CSTA (2003CSTA ( , 2011CSTA ( , 2019 and ISTE (2016).…”

Section: Codingmentioning

confidence: 99%

Examining coding skills of five-year-old children

2023

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The purpose of this research is to examine the coding skills of five-year-old children in terms of some variables. The research sample comprises 160 children aged five years studying in kindergarten affiliated with the Ministry of National Education in Gaziantep city center in the 2021-2022 academic year. As a data collection tool in the research, the “personal information form,” which includes personal information about children and their parents, and “CodingTest 2”, the short form of “CodingTest” and “CodingTest,” developed by Kalyenci et al. (2022), were used to evaluate the coding skill levels of five-year-old children. Pearson correlation analysis, t-test, and ANOVA were used to analyze data. As a result of the findings obtained from the research, it was concluded that coding skills were not related to gender but were related to whether the children had coding education, the education level of parents, and their families’ income level.

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“…In early childhood, basic skills in coding include knowing code concepts and code cards (Futschek, 2006;Futschek & Moschitz, 2010;Gibson, 2012;Mittermeir, 2013;Sullivan & Bers, 2016). The coding process includes the skills of direction signs, sequencing, debugging, creating functions, loops, and algorithmic thinking (Lee & Junoh, 2019;Zamin et al, 2018;Mittermeir, 2013;Gibson, 2012;Futschek & Moschitz, 2010;Futschek, 2006;Welch et al, 2019). Bers et al (2014) state that the design process of the coding curriculum in early childhood should consist of solid ideas from computer science and engineering, which include debugging, robotic motion and sensing, using programming instructions, sequential and specific instructions flow control.…”

Section: Coding / Robotic Codingmentioning

confidence: 99%

Test for assessing coding skills in early childhood

2021

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This research aims to develop a valid and reliable test to determine the coding skill levels of 5-7 years old children in early childhood. The study sample consists of children aged 5-7 who attend primary and pre-school education institutions affiliated to the Ministry of National Education in Ağrı and Gaziantep city center in the 2020-2021 academic year. Data were obtained from 308 children, 101 of whom were five years old, 100 were six years old, and 107 were seven. As a data collection tool in research, the "Personal Information Form" containing personal information about children and their parents and the "Early Childhood Coding Skills Assessment Test" developed by the researcher to evaluate the coding skill levels of 5-7-yearold children were used. In the validity analysis to determine the test's validity and reliability, content-structure validity, criterion-based validity analysis, similar scale compatibility validity, tetrachoric factor analysis, and item difficulty analysis; In the reliability analysis, KR-20 reliability analysis was used. As a result of the findings obtained from the research, the "Early Childhood Coding Skills Assessment Test" is a valid and reliable measurement tool that can be used to determine the skill levels of 5-7-year-old children unplugged coding and robotic coding.

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Learning Block Programming using Scratch among School Children in Malaysia and Australia: An Exploratory Study

Cited by 8 publications

References 12 publications

Scratch-Assisted WavesTeaching Materials: ICT Literacy and Students Critical Thinking Skills

Scratch-Assisted WavesTeaching Materials: ICT Literacy and Students Critical Thinking Skills

Examining coding skills of five-year-old children

Test for assessing coding skills in early childhood

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