Using Scratch to Support Programming Fundamentals

Muñoz, Roberto; Barcelos, Thiago; Villarroel, Rodolfo; Silveira, Ismar Frango

doi:10.14210/ijcthink.v1.n1.p68

Cited by 2 publications

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“…The current trend seems to be more visual, based on the use of block-based programming, to engage and motivate students by creating games in multimedia environments using languages such as Scratch [6]- [9]. In the case of not having technological devices to program, the alternative is to use unplugged activities [10].…”

Section: Introductionmentioning

confidence: 99%

Using an Online Serious Game to Teach Basic Programming Concepts and Facilitate Gameful Experiences for High School Students

2021

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Section: Introductionmentioning

confidence: 99%

Using an Online Serious Game to Teach Basic Programming Concepts and Facilitate Gameful Experiences for High School Students

2021

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“…Sin embargo, Lye y Koh (2014) analizan muchos de los instrumentos de evaluación creados a partir de este marco y descubren que sólo 6 de las 27 propuestas revisadas evalúan las prácticas del pensamiento computacional, y únicamente 2 de las 27 incluyen la evaluación de las perspectivas del pensamiento computacional, lo que indica que realmente están evaluando el nivel más básico de desarrollo de este pensamiento, que correspondería a conocer los conceptos, pero no alcanza el nivel de ponerlos en práctica. Una crítica hacia estos modelos es que evalúan el desarrollo del pensamiento computacional a través de prácticas de programación muy sencillas, especialmente en los mismos lenguajes de programación en los que han aprendido a programar, como ocurre con el software Scratch (Muñoz, Barcelos, Villarroel y Silveira, 2017;Robles, Moreno-León, Aivaloglou y Hermans, 2017;Sáez-López y Cózar-Gutiérrez, 2017).…”

Section: Estructura Del Pensamiento Computacional Y Su Relación Con L...unclassified

Robótica DIY: pensamento computacional para melhorar a resolução de problemas

Ruipérez

Brouard

2018

RELATEC

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The objective is to propose a teaching strategy for programming and robotics, to facilitate the acquisition of an effective computational strategy for the resolution of complex problems. For this teaching, a "maker"; approach has been chosen, to facilitate the transfer of knowledge to real contexts. The proposed literature about the cognitive structure of computational thinking has been studied to establish the bases of the study. A course in robotics has been taught, insisting on the cognitive processes of this thinking that are commonly used in problem solving (abstraction, data processing, creation of an algorithm) in each step of the resolution, and encouraging the use of a computational strategy, using the own processes, those not employed in problem solving (decomposition of the problem, automation, parallelism, simulation). To measure it, digital tests have been created based on the multiple-complex-systems approach, used in PISA 2012. The results indicate that computational thinking is applied more easily to the execution of the algorithm than to the representation of the problem. This finding allows us to establish a programming learning process that facilitates the development of computational thinking, focusing first on applying that strategy to the creation of the algorithm and then to the representation of the problem.

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Using Scratch to Support Programming Fundamentals

Cited by 2 publications

References 8 publications

Using an Online Serious Game to Teach Basic Programming Concepts and Facilitate Gameful Experiences for High School Students

Using an Online Serious Game to Teach Basic Programming Concepts and Facilitate Gameful Experiences for High School Students

Robótica DIY: pensamento computacional para melhorar a resolução de problemas

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