Opportunities and challenges in technology-rich classrooms: Using the Scratch software

Otrel-Cass, Kathrin; Forret, Michael; Taylor, Merilyn

doi:10.18296/set.0483

Cited by 3 publications

(4 citation statements)

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“…Scratch software appeared to be an engaging and relatively easy to use space for problem solving. Additionally, the findings indicated that it was an effective medium for encouraging communication and collaboration (Otrel-Cass, Forret, & Taylor, 2009). Each of the above episodes illustrated how Scratch provided a worthwhile and motivating programming environment to explore some mathematical ideas.…”

Section: Discussionmentioning

confidence: 90%

“…These can be dragged into the scripting area and snapped together to create programs. Scratch uses 'drag and drop' functionality that eliminates the need to remember codes or understand the syntax (Otrel-Cass, Forret, & Taylor 2009). Often in programming languages, it is possible to write a syntactically incorrect script.…”

Section: Figure 1 Scratch Has Three Working Areas On the Screen: A Programming Block A Scripting Area And A Stage Areamentioning

confidence: 99%

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Using Scratch to facilitate mathematical thinking

Calder¹

2019

WJE

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This article reports on a research project that examined the ways that 10-year-old students, who were using Scratch for coding, engaged with mathematical ideas. Interactive software is emerging that has cross-curricula implications and facilitates thinking in rich, problem-solving environments. Scratch, a free-to-use graphical programming environment provides opportunities for creative problem solving. When students process mathematics through digital technologies, the digital pedagogical media influences the learning process and students’ understanding emerges in distinctive ways. The children used Scratch to create mathematical digital learning objects, including games. An interpretive approach was undertaken, with the data collected over a two-week research period. The students wrote daily blogs articulating their progress and reflections. Students and the teacher were interviewed, and classroom observations (both written and photographic) were recorded. The findings suggest that mathematical thinking, including geometry and problem-solving processes, was facilitated through this process. Together, these findings indicate that teachers should not only use Scratch in primary school classroom programmes to develop coding skills but also be aware of its potential to facilitate thinking in other related areas.

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Section: Discussionmentioning

confidence: 90%

Section: Figure 1 Scratch Has Three Working Areas On the Screen: A Programming Block A Scripting Area And A Stage Areamentioning

confidence: 99%

Using Scratch to facilitate mathematical thinking

Calder¹

2019

WJE

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“…Each of these blocks has its own function and can be dragged into the script and put together to create programs. With the "drag-and-drop" function in Scratch, the need to remember codes or understand syntax is eliminated (Otrel-Cass, Forret, & Taylor, 2009). Writing a syntactically incorrect script is possible in programming languages.…”

Section: Scratchmentioning

confidence: 99%

“…Scripts do not fit together unless they are written from scratch. Therefore, it makes learning and creating programs easier and allows the child programmer to spend more time on the logic and creative elements of the programs (Otrel-Cass, et al, 2009). Using different shapes and combining commands with parts prevents syntactic errors by restricting the structures in the program (Bau, Gray, Kelleher, Sheldon, & Turbak, 2017).…”

Section: Scratchmentioning

confidence: 99%

Coding in Preschool Science and Mathematics Teaching: Analysis of Scratch Projects of Undergraduate Students

Cirit

2022

Int. J. of Cont. Edu. Res.

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This paper analyzed Scratch projects developed by undergraduate students. The sample consisted of 22 child development students (18 women and four men) in the 2018-2019 academic year. The study adopted an action research design within the scope of a course titled “Teaching Science and Mathematics in Preschool Education.” The research was conducted within 14 weeks. In the first four weeks, we provided participants with training on why and how to use Scratch in science and mathematics teaching. In the following ten weeks, participants designed Scratch projects every week based on age groups, topics, and learning outcomes of their choice. Participants evaluated their projects themselves and also received feedback from peers and academics. Each participant designed ten Scratch projects (five for math and five for science). The data consisted of 220 Scratch projects and design logs. The data were analyzed using content analysis. In the first weeks, participants knew little about the content of Scratch and used one or two characters and mostly control and looks blocks. In the following weeks, they learned more about Scratch and used different Blocks.

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