Academic literature on the topic 'Scratch program'

Thesis (S.M.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2009.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (p. 121-123).<br>This thesis introduces the Jots system, a new technology designed to engage children in reflective learning as they work on design projects. Jots enables children to create brief updates, or "jots," describing their frustrations, achievements and other thoughts and feelings while creating projects in the Scratch programming environment. Later children can look back at their jots to reflect on their own design and learning processes. This thesis introduces an approach to reflective learning in four facets: cognitive, emotional, social and temporal. The design of the Jots system, as well as its development over time, are discussed. An empirical study with three middle school students who used jots in a facilitated context is analyzed in case studies and categorizations. The results of the study are examined in terms of the four aspects of reflection, and ideas for future work are presented.<br>by Eric Rosenbaum.<br>S.M.

Orientador: Petrilson Alan Pinheiro da Silva<br>Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem<br>Made available in DSpace on 2018-08-27T17:47:18Z (GMT). No. of bitstreams: 1 Ricarte_LidianyTeotonio_M.pdf: 11910318 bytes, checksum: bac8ea2ed96352e05b143c263e459c5f (MD5) Previous issue date: 2015<br>Resumo: As discussões atuais sobre letramentos evidenciam que as práticas de leitura e produção textual contemporâneas dos alunos permeiam o uso das novas Tecnologias da Informação e da Comunicação (TICs) (LANKHEARS; KNOBEL, 2007; COPE; KALANTZIS, 2008; 2011). A Escola Municipal de Ensino Fundamental de Campinas, Estado de São Paulo, em que realizei a pesquisa, trabalha com as novas TICs, laptops distribuídos pelo Governo Federal por meio do Projeto Um Computador por Aluno (UCA), em sala de aula. Acompanhei uma sala do 5º ano (alunos de 09 a 10 anos) que tem o Projeto de Robótica em seu currículo e visa o ensino da programação em ferramentas digitais. Para a realização das atividades do projeto, a sala é dividida em 5 grupos e todos os alunos dispõem do laptop do UCA, do software livre Scratch, plataforma criada no Media Lab do MIT (Instituto de Tecnologia de Massachusetts) que possibilita a criação de animação e programação do robô , 5 kits de robótica e de internet de banda larga. O Projeto de Robótica foi realizado no período de março a setembro de 2013 e participei dele com o objetivo de analisar a apropriação da ferramenta Scratch pelos alunos na produção de animações, acompanhar o processo de aprendizagem com esta ferramenta e compreender como os alunos lidam com a questão dos multiletramentos, da multimodalidade, da autoria e do remix que ela propicia. As perguntas que surgiram durante a inserção no campo e que direcionaram a pesquisa foram as seguintes: i) Como as propiciações da ferramenta Scratch possibilitam repensar a questão da autoria, do remix e, de forma mais ampla, a produção textual no contexto escolar? ii) Como os alunos fazem uso da multimodalidade e dos recursos do Scratch e quais são os efeitos de suas escolhas na composição da animação e no processo de aprendizagem? O trabalho se insere na área da Linguística Aplicada e é um estudo de caso que se utiliza das seguintes ferramentas de pesquisa para geração de dados: a observação participante, diário de campo, vídeo-gravação das aulas e entrevista semiestruturada. Escolhi trabalhar com as produções de dois alunos para analisar o processo de criação da animação e o processo de aprendizagem com estes novos letramentos. O embasamento teórico centra-se na pedagogia dos multiletramentos (NLG, 1996; COPE; KALANTZIS, 2000; 2008) no conceito de "Web 2.0" (LANKSHEAR; KNOBEL, 2007; PINHEIRO, 2012), autoria (BARTHES, 1984; VAN HOECK; HOFFMAN, 2013) e remix (ERSTAD; GILJE; DE LANGE, 2007; MANOVICH, 2002). No dispositivo teórico-analítico do trabalho, mobilizei três conceitos trazidos por Bárbara Rogoff (2008 [1995]) para compreender o processo de aprendizagem do aluno com estes novos letramentos: aprendizagem, participação guiada e apropriação participativa, que a autora considera como conceitos inseparáveis que refletem diferentes planos de foco na atividade sociocultural: comunidade / institucional, interpessoal e pessoal. Por fim, notei que o Scratch, ambiente da Web 2.0 utilizado em sala de aula propiciou a criação de animações multimodais, remixadas e colaborativas no contexto escolar e possibilitou uma prática transformada<br>Abstract: The current discussions about literacies show that the students' contemporary reading and text production practices permeate the use of new Information and Communication Technologies (ICTs) (LANKHEARS; KNOBEL, 2007; COPE; KALANTZIS, 2008; 2011. The Municipal Elementary School of Campinas, in the State of São Paulo, where I performed the research, works with new ICTs - laptops distributed by the federal government through the project One Computer per Student (UCA) in the classroom. I worked with a 5th year classroom (students about 09-10 years old) that has the Robotics Project on its curriculum and aimes to teach programming in digital tools. To carry out the project activities, the room was divided into 5 groups and all students had the UCA's laptop, the free Scratch software, a platform created in the MIT Media Lab (Massachusetts Institute of Technology) that enables the creation of animation and programming of the robot, 5 robotics kits and broadband internet. The Robotics Project was carried out from March to September 2013 and I joined it aiming to analyze the appropriation of the Scratch tool by students in the production of animations and the issue of the learning process with this tool, in addition to understanding how students deal with the multiliteracies, multimodality, authorship and remix that it provides. The questions that arose during insertion in the field and directed the research were as follows: i) How the possibilities of the Scratch tool enables to rethink the question of authorship, the remix and, more broadly, textual production in the school context? ii) How students use multimodality and Scratch resources and what are the effects of their choices on the production of animation and in the learning process? The research is inserted in the area of Applied Linguistics and is a case study which uses the following research tools to generate data: participant observation, field diary, video recording of the classroom and semi-structured interview. I chose to work with two students productions to analyze the process of creating the animation and learning with these new literacies. The theoretical basis focuses on the pedagogy of multiliteracies (NLG, 1996; COPE; KALANTZIS, 2000; 2008), the concept of "Web 2.0" (LANKSHEAR; KNOBEL, 2007; PINHEIRO, 2012), authorship (BARTHES, 1984; VAN HOECK; HOFFMAN, 2013) and remix (ERSTAD; GILJE; DE LANGE, 2007; MANOVICH, 2002). In the theoretical and analytical device, I mobilized three concepts by Barbara Rogoff (2008 [1995]) to understand the student's learning process with these new literacies: participatory appropriation, guided participation and apprenticeship, which the author considers as inseparable concepts that reflect different focus plans on socio-cultural activities: community/institutional, interpersonal and personal. Finally, I observed that the Scratch, the Web 2.0 environment used in the classroom led to the creation of remixed and collaborative multimodal animations in the school context and enabled a transformed practice. OBSERVAÇÃOAs palavras Scratch e Remix devem ser grafadas em itálico<br>Mestrado<br>Linguagem e Educação<br>Mestra em Linguística Aplicada

Thesis: S.M., Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2018.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (pages [102]-104).<br>Millions of young people around the world are increasingly engaging on digital platforms in learning computer programming to create and share interactive projects, and connect with others online. Not surprisingly, this has also led to a growing interest in designing tools and methods that can automatically assess children's progress in computational learning by analyzing the data being generated by their participation. Many of these approaches are looking at children's data with a narrow lens, often using it to generate dashboards that are primarily designed for educators, and focus exclusively on evaluating specific computational concepts in children's projects. In this thesis, I design and offer an alternative approach - one that utilizes children's data for empowering children themselves to celebrate, discover, and reflect on the full range of their contributions as members of a creative community. I introduce Scratch Memories, a new web-based visualization system I developed to enable children to reflect on their creative journey with Scratch, the world's largest online programming community for children. The system dynamically generates personalized visualizations highlighting a child's key moments, diverse creations, and collaborative experiences with others since the time they first joined the community. I share my own creative journey and the iterative development process behind this work. Based on observations and semi-structured interviews, I describe how the system not only sparked children to reflect on their personal trajectories, but also to feel inspired to make new memories. I conclude by describing future work through what I call my explorable explorations - a set of new in-progress tools and ideas that I hope can inspire others to create positive reflective experiences with data that celebrate, rather than evaluate, children's creative selves.<br>by Shruti Dhariwal.<br>S.M.

O estudo objetivou analisar como e se um Ambiente Visual de Programação pode contribuir apoiando os processos criativos de adolescentes, sendo uma ferramenta auxiliar para a aprendizagem pela solução de problemas, incitando novas formas de utilização das TIC na educação. O presente estudo justifica-se pela necessidade de aprofundar as questões relacionadas ao uso das TIC pelos docentes da Educação Básica e não apenas o uso de projetores e vídeos para substituir o quadro de giz, ou ferramentas de pesquisa em sites de busca apenas para transmitir informações de maneira a privilegiar as metodologias tradicionais de ensino. Como metodologia de pesquisa optou-se pela abordagem qualitativa de natureza interpretativa do tipo estudo de caso múltiplo. A apreensão dos dados foi em campo experimental por meio de questionário socioeducacional e diários de bordo, seguida da análise de conteúdos e descrição dos resultados obtidos. Os participantes do estudo foram adolescentes de 13 escolas públicas e privadas de Ensino Fundamental e do Ensino Médio no Município de Araucária-Pr. O estudo evidenciou o desenvolvimento das funções psicológicas superiores, pensamento computacional nos estudantes como atenção, memória e percepção. Estas habilidades foram observadas durante a elaboração dos projetos, por meio das habilidades de compreensão, planejamento, retrospecto e desenvolvimento de estratégias individuais e coletivas para a solução dos problemas encontrados. Este estudo se diferencia de outros já realizados com o Scratch, pois, enfatiza a busca da liberdade e criatividade dos sujeitos discentes na elaboração de projetos próprios, como estratégia para a autonomia.<br>The study aimed to analyze how and if a Visual Programming Environment can contribute by supporting the creative processes of adolescents, an auxiliary tool for learning by problem solving, encouraging new ways of using ICT in education. This study is justified by the need to deepen the issues related to the use of ICT in Basic Education teachers and not only the use of projectors and videos to replace the chalkboard, or research tools in search engines only to convey information in order to favor traditional teaching methodologies. As a research methodology was chosen qualitative approach to interpretation, the study of case type. The seizure of the data was in experimental field through socio-educational and daily quiz board, followed by analysis of content and description of the results obtained. Study participants were adolescents from 13 public and private elementary schools and high school in the city of Araucaria-Pr. The study showed the development of higher psychological functions, computational thinking in students such as attention, memory and perception. These skills were observed during the preparation of projects, through the comprehension skills, planning, retrospect and development of individual and collective strategies to solve the problems encountered. This study differs from others already undertaken with Scratch therefore emphasizes the pursuit of freedom and creativity of the subjects students in developing their own projects, as a strategy for autonomy.

One of the greatest achievements of Scratch as an educational tool is the eager willingness of programmers to use existing projects as the starting point for their own projects, a practice known as remixing. Despite the importance of remixing as a foundation of collaborative and communal learning, the practice remains poorly understood. Without a clear picture of how and why Scratch programmers remix a project as a starting point of their own projects, this programming community would remain in the dark about which programming practices encourage and facilitate remixing. The designers of programming environments for blocks lack feedback on how the remixing facility is used in the wild. To gain a deeper insight into remixing, this thesis presents the results of a comprehensive study of this practice in Scratch that investigates the following heretofore unexplored dimensions of remixing: (1) the prevailing modifications that remixes perform on existing projects, (2) the impact of the original project's code quality on the granularity, extent, and development time of the modifications in the remixes, and (3) the propensity of the dominant programming practices in the original project to remain so in the remixes. Our findings can be used to promote those programming practices in the Scratch community that encourage remixing while also improving this practice's effectiveness, thus benefiting the educational and end-user programming communities.<br>Master of Science<br>The Scratch programming language has become an intrinsically important tool in introductory CS education. A visual, block-based language, Scratch is web-based, featuring an enormous online programming community, through which projects are eagerly shared. One of the unique learning provisions of Scratch is the ability to easily start a project by modifying someone else’s project, a practice referred to as remixing. Despite the central role that remixing plays in enabling the communal and collaborative learning styles in the Scratch community, the practice of remixing remains inadequately understood. This knowledge gap leaves the Scratch community in the dark about which programming practices encourage and facilitate remixing, as well as deprives Scratch environment designers from actionable feedback on how the remixing facility is used in the wild. To address this problem, this thesis reports on the results of an exploratory study of remixing in Scratch that investigates three heretofore unexplored dimensions of this practice. First, we study the general remixing trends in terms of how remixes modify the original projects. Second, we infer the impact of a project’s code quality on the modifications in its remixes and the development time. Finally, we investigate whether programmers adopt the techniques and practices of the remixed projects. Computing educators can apply our findings to enhance the educational effectiveness of Scratch by encouraging the practice and magnitude of remixing.

Acompanha: Caderno Pedagógico: O uso da programação Scratch no desenvolvimento de habilidades em crianças do ensino fundamental<br>O ensino de programação na escola é uma tendência mundial. A linguagem de programação Scratch foi desenvolvida especialmente para crianças, pois usa uma interface gráfica fácil sem códigos, apenas blocos parecidos com lego. Pensando nisso, este trabalho tratou da inserção de programação para crianças dos anos iniciais do ensino fundamental de uma escola municipal da cidade de Ponta Grossa. Esta pesquisa usou a abordagem do Construtivismo de Jean Piaget em busca de compreender o desenvolvimento da criança e também a perspectiva construcionista de Seymour Papert, pela relação com computadores e aprendizado. Desenvolveu-se uma pesquisa aplicada com enfoque qualitativo de cunho interpretativo. Foi utilizada como referência para observação as nove habilidades de aprendizagem para o século XXI elencadas por Mitchel Resnick, divididas em três áreas: habilidades ligadas à informação e comunicação; pensamento crítico e resolução de problemas; e autodirecionamento. Durante um no de projeto, as crianças tiveram a oportunidade de aprender conceitos básicos da programação Scratch e realizar atividades que envolveram criatividade, lógica e solução de problemas. Observou-se que a programação Scratch proporcionou às crianças um ambiente motivador, e resultados positivos no sentido de que elas puderam efetivamente desenvolver habilidades ao interagir por conta própria entre si e com o computador.<br>Teaching programming at school is a worldwide trend. The Scratch programming language was crafted for children, providing a simple graphic interface using Lego-like blocks instead of codes. This work introduced computer programming using Scratch for children in the initial years of elementary education, in a municipal school at Ponta Grossa. Jean Piaget's Constructivism approach was employed with regard to child's development, as well as the constructivist perspective of Seymour Papert given the relationship with computers and learning. The research has applied nature, with a qualitative approach and interpretive character. In order to form an observation baseline it was taken the nine learning skills for the twenty-first century listed by Mitchel Resnick, which are divided into three areas: information and communication skills; critical thinking and problem solving; and self-direction. During one year of project, children had the opportunity to learn the basics of Scratch programming and to engage in activities that involved creativity, logic, and problem solving. It was observed that the use of Scratch created a motivating environment. Positive results were found, in the sense that children could develop skills by interacting with each other and with the computer.

Acompanha: O software de programação Scratch na formação inicial do professor de matemática por meio da criação de objetos de aprendizagem<br>Este trabalho foi motivado pela crença de que a formação inicial de professores é um fator relevante na mudança de práticas pedagógicas e na transformação da cultura educacional. Com isso, dada as potencialidades do software de programação Scratch para fins educacionais, este estudo propôs, em uma turma de Licenciatura em Matemática, na disciplina de Mídias Tecnológicas no Ensino de Matemática de uma universidade pública do Estado do Paraná, o desenvolvimento de objetos de aprendizagem no formato de jogos digitais para o ensino de Geometria. Para analisar as contribuições dos objetos criados no estudo de conceitos geométricos, foram definidos critérios presentes na definição do Grupo de Pesquisa em Tecnologias na Educação Matemática (GPTEM) de objetos de aprendizagem. Inicialmente, buscando unir formação inicial de professores, ensino de Matemática e tecnologia, a pesquisa se fundamentou em autores da área da educação que defendem o uso de tecnologias educacionais, formação de professores e documentos oficiais de ensino. A dissertação discorreu sobre o ensino de Matemática no Brasil e a formação inicial de professores, pautada nos saberes docentes, à luz das tecnologias educacionais digitais. Igualmente foram apresentadas as características e potencialidades do Scratch como recurso educacional. Em seguida, foram analisados os objetos criados pelas duplas que atuaram como sujeitos da pesquisa, apresentando suas contribuições e limitações ao ensino de tópicos de geometria propostos, assim como as contribuições que a experiência de desenvolver um artefato próprio trouxe à sua formação inicial. Feitas as análises, verificou-se que apenas um objeto de aprendizagem trata o erro com uma abordagem diferenciada, que é um critério essencial para que o objeto seja construcionista. Contudo, também foi apontado que a maioria deles possuem pelo menos três dos critérios selecionados, de modo que os mesmos contribuem com o ensino de Geometria. Por fim, constatou-se que o software de programação Scratch, na formação inicial de professores de Matemática, contribui com o ensino de Geometria por meio do desenvolvimento de Objetos de Aprendizagem promovendo reflexões e aprendizagens relevantes à formação.<br>This work was motivated by the belief that the initial formation of teachers is a relevant factor in the change of pedagogical practices and in the transformation of the educational culture. With this, given the potential of the Scratch programming software for educational purposes, this study proposed, in a class of Mathematics Degree, in the discipline of Technological Media in Mathematics Teaching of a public university of the State of Paraná, the development of objects of learning in the form of digital games for the teaching of Geometry. In order to analyze the contributions of objects created in the study of geometric concepts, criteria were defined in the definition of the Group of Research in Technologies in Mathematics Education (GPTEM) of learning objects. Initially, seeking to unite initial teacher training, mathematics teaching and technology, the research was based on authors in the area of education who advocate the use of educational technologies, teacher training and official teaching documents. The dissertation discussed the teaching of Mathematics in Brazil and the initial teacher training, based on the teaching knowledge, in the light of digital educational technologies. The characteristics and potentialities of Scratch as an educational resource were also presented. Next, the objects created by the pairs that acted as subjects of the research were analyzed, presenting their contributions and limitations to the teaching of proposed geometry topics, as well as the contributions that the experience of developing an own artifact brought to their initial formation. After the analysis, it was verified that only one learning object treats the error with a differentiated approach, which is an essential criterion for the object to be constructional. However, it was also pointed out that most of them have at least three of the criteria selected, so that they contribute to the teaching of Geometry. Finally, it was found that Scratch programming software, in the initial formation of Mathematics teachers, contributes with the teaching of Geometry through the development of Learning Objects promoting reflections and learning relevant to the formation.

Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, February, 2020<br>Cataloged from student-submitted PDF of thesis.<br>Includes bibliographical references (pages 133-136).<br>Scratch is a graphical programming platform that empowers children to create computer programs and realize their ideas. Although the Scratch online community is filled with a variety of diverse projects, many of these projects also share similarities. For example, they tend to fall into certain categories, including games, animations, stories, and more. Throughout this thesis, I describe the application of Natural Language Processing (NLP) techniques to vectorize and classify Scratch projects by type. This effort included constructing a labeled dataset of 873 Scratch projects and their corresponding types, to be used for training a supervised classifier model. This dataset was constructed through a collective process of consensus-based annotation by experts. To realize the goal of classifying Scratch projects by type, I first train an unsupervised model of meaningful vector representations for Scratch blocks based on the composition of 500,000 projects. Using the unsupervised model as a basis for representing Scratch blocks, I then train a supervised classifier model that categorizes Scratch projects by type into one of: "animation", "game", and "other". After an extensive hyperparameter tuning process, I am able to train a classifier model with an F1 Score of 0.737. I include in this paper an in-depth analysis of the unsupervised and supervised models, and explore the different elements that were learned during training. Overall, I demonstrate that NLP techniques can be used in the classification of computer programs to a reasonable level of accuracy.<br>by Lena Abdalla.<br>M. Eng.<br>M.Eng. Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science

Thesis (S.M.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2007.<br>Includes bibliographical references (leaves 89-93).<br>This thesis presents the design and analysis of the Scratch Online Community. Scratch is a new programming language that enables kids to create programmable media such as games, interactive stories, animations, music and art. The Scratch Online Community was designed to be a source of inspirational ideas, provide an audience for children's creations and to foster collaboration among its members. The online community is powered by ScratchR: a social media platform. This work involved the creation of the ScratchR platform, the use of ScratchR to create the Scratch Online Community and the analysis of users' participation in the community. In the lapse of three months, the community has grown to close to 30,000 members who have shared more than 24,000 projects. The community has successfully engaged children in creating personally meaningful projects and collaborative work. This work hopes to provide with a theoretical framework for analyzing and designing communities of user-generated content for children and novices.<br>by Andrés Monroy-Hernández.<br>S.M.