Dissertations / Theses: 'Scratch programming'

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Gregg, Elizabeth A. "Teaching Critical Media Literacy Through Videogame Creation in Scratch Programming." Thesis, Loyola Marymount University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3638178.

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Critical media literacy (Kellner & Share, 2005) may better equip children to interpret videogame content and to create games that are nonviolent and socially just. Videogames are growing in popularity in classrooms. Yet educators and parents have concerns about the violent and stereotypical content they include. An earlier study based on the curriculum Beyond Blame: Challenging Violence in the Media (Webb, Martin, Afifi, & Kraus, 2009) examined the value of a media awareness curriculum. In this mixed-method study, I explored the effectiveness of a critical media literacy program that incorporated collaboratively creating nonviolent or socially-just games in teaching fourth-grade students the factors of awareness of violence, marketing, and critical media literacy. Qualitative data collected from teacher reflection notes, student journals, Scratch projects, and interviews revealed the positive effects of the program. Quantitative data supported these conclusions. This highlights the need for schools to engage students in computer programming as a means to learn academics, while educating students in critical media literacy to better enable them to navigate wisely the media saturated world in which they live. In learning programming, students engage in collaborative work, their interactions helping them to collectively create meaning for the symbols they create. Set in a framework of critical media literacy and symbolic interactionism (Blumer, 1969; Mead, 1934), this study provides an innovative model for teaching computer programming and critical media literacy skills to students.

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Gregg, Elizabeth Anne. "Teaching Critical Media Literacy Through Videogame Creation in Scratch Programming." Digital Commons at Loyola Marymount University and Loyola Law School, 2014. https://digitalcommons.lmu.edu/etd/199.

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Critical media literacy (Kellner & Share, 2005) may better equip children to interpret videogame content and to create games that are nonviolent and socially just. Videogames are growing in popularity in classrooms. Yet educators and parents have concerns about the violent and stereotypical content they include. An earlier study based on the curriculum Beyond Blame: Challenging Violence in the Media (Webb, Martin, Afifi, & Kraus, 2009) examined the value of a media awareness curriculum. In this mixed-method study, I explored the effectiveness of a critical media literacy program that incorporated collaboratively creating nonviolent or sociallyjust games in teaching fourth-grade students the factors of awareness of violence, marketing, and critical media literacy. Qualitative data collected from teacher reflection notes, student journals, Scratch projects, and interviews revealed the positive effects of the program. Quantitative data supported these conclusions. This highlights the need for schools to engage students in computer programming as a means to learn academics, while educating students in critical media literacy to better enable them to navigate wisely the media saturated world in which they live. In learning programming, students engage in collaborative work, their interactions helping them to collectively create meaning for the symbols they create. Set in a framework of critical media literacy and symbolic interactionism (Blumer, 1969; Mead, 1934), this study provides an innovative model for teaching computer programming and critical media literacy skills to students.

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Beug, Anne. "Teaching Introductory Programming Concepts: A Comparison of Scratch and Arduino." DigitalCommons@CalPoly, 2012. https://digitalcommons.calpoly.edu/theses/778.

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Computing has become an integral part of modern America. The Bureau of Labor Statistics estimates that between 2008 and 2018, the United States will have 1.4 million job openings in computing fields [1]. Since the early 2000's (just after the "dot com bust"), the number of students enrolled in computing majors (Computer Science, Computer Engineering, etc.) dropped precipitously by over 50%, only starting to rise again in 2009 [2]. One way to rectify to this gap between demand and supply is to start training students in computational thinking during high school. While the Computer Science Advanced Placement AB test has been retired, a new AP test called "CS Principles" has been added to the suite of tests [3], highlighting the importance of computing to a modern education. Not only will we need more computing professionals, people in other professions will need to have computing skills. We propose in this thesis a comparison of two computing platforms. Scratch is a well-proven platform that teaches core programming concepts through a graphical programming interface. Arduino boards are open-source microcontrollers with an accompanying development environment and C-like language. We develop a parallel curriculum in Scratch and Arduino and compare the two. While we are unable to draw conclusive results from our quantitative study, from our qualitative research we see that Arduino is unsuitable for teaching core programming concepts to computing novices.

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Long, Xingyu. "Understanding Common Scratch Programming Idioms and Their Impact on Project Remixing." Thesis, Virginia Tech, 2021. http://hdl.handle.net/10919/103475.

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As Scratch has become one of the most popular educational programming languages, understanding its common programming idioms can benefit both computing educators and learners. This understanding can fine-tune the curricular development to help learners master the fundamentals of writing idiomatic code in their programming pursuits. Unfortunately, the research community's understanding of what constitutes idiomatic Scratch code has been limited. To help bridge this knowledge gap, we systematically identified idioms as based on canonical source code, presented in widely available educational materials. We implemented a tool that automatically detects these idioms to assess their prevalence within a large dataset of over 70K Scratch projects in different demographic and project categories. Since communal learning and the practice of remixing are one of the cornerstones of the Scratch programming community, we studied the relationship between common programming idioms and remixes. Having analyzed the original projects and their remixes, we observed that different idioms may associate with dissimilar types of code changes. Code changes in remixes are desirable, as they require a meaningful programming effort that spurs the learning process. The ability to substantially change a project in its remixes hinges on the project's code being easy to understand and modify. Our findings suggest that the presence of certain common idioms can indeed positively impact the degree of code changes in remixes. Our findings can help form a foundation of what comprises common Scratch programming idioms, thus benefiting both introductory computing education and Scratch programming tools.
Master of Science
With over 68 million users and growing, Scratch has become one of the most popular programming languages for introductory computing learners. As with learning any programming language, understanding common programming idioms used in the language's application domain is important for both computing educators and learners. Educators need this understanding in order to fine-tune their curricular development, while learners can leverage this knowledge to effectively master the fundamentals by writing idiomatic code. Unfortunately, our understanding of what constitutes idiomatic Scratch code thus far has been limited. To address this knowledge gap, we systematically identified idioms based on source code with good code quality, as presented in widely available educational materials. We implemented a tool that automatically detects these idioms to assess their prevalence within a large, diverse dataset of over 70K Scratch projects. Since communal learning and the practice of remixing are one of the cornerstones of the Scratch programming community, we studied the relationship between common programming idioms and remixes. Having analyzed the original projects and their remixes, we found that different idioms may associate with dissimilar types of code changes. The ability to change a project in its remixes hinges on the project's code being easy to understand and modify. Our findings suggest that the presence of certain common idioms can positively impact the degree of code changes in remixes. Our findings can help form a foundation of what comprises common Scratch programming idioms, thus benefiting both introductory computing education and Scratch programming tools.

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Graves, Christopher Marten-Ellis. "Scratching with all your fingers : exploring multi-touch programming in Scratch." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/91816.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2014.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 79-80).
Since the introduction of the iPhone in 2007, many millions of people have used a multi-touch interface; but, due to the inaccessibility of most tablet software development kits, very few of these people have ever developed their own multi-touch interactions. This thesis discusses the challenges in developing a toolkit that allows novices to easily make simple touch-interactive projects, while simultaneously empowering experienced users to create complex, personalized multi-touch interactions. Three potential toolkit designs are presented and evaluated using the principle of "low floors, wide walls, and high ceilings." The toolkits presented have been developed within the context of an upcoming tablet version of Scratch, which aims to allow users of all ages and educational backgrounds (but school-aged children in particular) to easily make and share their own stories, games, and animations on and for the tablet.
by Christopher Marten-Ellis Graves.
M. Eng.

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Rosado, Nuno Fernando Franco. "Estratégias de aprendizagem da programação na educação básica e secundária: um estudo exploratório com recurso ao método de "pair programming"." Master's thesis, Universidade de Évora, 2020. http://hdl.handle.net/10174/30146.

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O presente relatório surge no âmbito da Prática de Ensino Supervisionada do curso de Mestrado em Ensino de Informática da Universidade de Évora e foi realizado na escola Secundária/3 Rainha Santa Isabel. A programação continua a ser vista como algo complexo e inatingível para a maioria das pessoas. Além disso, os docentes têm evidenciado algumas dificuldades no ensino da mesma, devido à escolha incorreta do método de ensino e à falta de capacidade para integrar os conceitos do pensamento computacional na sua planificação. No que concerne à investigação quase experimental, foi possível observar que a Programação por Pares aparentemente não tem impacto na confiança, na satisfação e no valor social atribuído nos alunos participantes. Por outro lado, em relação ao conhecimento do conteúdo, os resultados parecem mais animadores devido a um conjunto de fatores que não foi possível controlar, e por isso, colocamos naturalmente algumas reservas; Learning strategies of programming in primary and secondary education: An exploratory study using the method of "pair programming" Abstract: This report comes as a result of the Supervised Teaching Practice, a part of the Masters course of Computer Science Teaching from Évora University, at Secondary School/3 Rainha Santa Isabel, Estremoz. Programming is still seen as something complex and unattainable by most people. Besides, teachers have also shown some difficulties in teaching programming, due to an incorrect choice of teaching methods and lack of ability to integrate the concepts of computational thinking in their teaching plans. As far as this almost experimental investigation is concerned, it was possible to observe that Peer Programming has no visible impact in the confidence, satisfaction and social value of participating students. On the other hand, the results about the knowledge of the contents seem more encouraging due to a set of factors impossible to control, and that is why we have some reservations about them.

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Olsson, Julia, and Amanda Tholin. "Blockprogrammering i matematikämnet : En litteraturöversikt om visuell programmering i årskurs F-6." Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-43593.

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Elever i Sverige ska från och med höstterminen 2018 lära sig programmering och det är nu ett obligatoriskt område i det centrala innehållet i matematikämnet. Programmering är ett outforskat område för många verksamma matematiklärare som menar att de inte har tillräcklig kompetens och kunskap för att undervisa om det. Denna litteraturstudie syftar därför, till att genom didaktisk forskning, beskriva visuell blockbaserad programmering i matematikundervisningen då elever i årskurs 4-6 ska erbjudas möjligheten att arbeta med visuella programmeringsmiljöer. I resultatdelen presenteras undervisningsmetoder, lärarstilar och utmaningar vid användning av blockbaserade programmeringsmiljöer. Debugging visar sig vara en utmärkande metod och en process som kan utveckla elevers lärande. Blockbaserade program kan medföra att elever fokuserar på annat än matematiska koncept, men med en utförlig lärarhandledning skulle eventuellt den problematiken kunna minskas. Studien visar hur och varför blockbaserade programmeringsmiljöer används för att utveckla programmering.

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Khawas, Prapti Prakash. "An Exploratory Study of the Remixing Practices in the Scratch Programming Community: Trends, Causalities, and Influences." Thesis, Virginia Tech, 2019. http://hdl.handle.net/10919/89934.

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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.
Master of Science
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.

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Bressan, Manuelle Lopes Quintas. "Scratch! um estudo de caso." Universidade Tecnológica Federal do Paraná, 2016. http://repositorio.utfpr.edu.br/jspui/handle/1/2713.

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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.
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.

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Hjorth, Maria. "Strengths and weaknesses of a visual programming language in a learning context with children." Thesis, KTH, Skolan för datavetenskap och kommunikation (CSC), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-209241.

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In a world where computers are a part of most people's everyday life, learning how to instruct one to perform time consumingand/or complex tasks is beneficial. Visual programming languages aim to make the experience for people programmingcomputers the best it can be by bypassing some of the issues of syntax and translation from mental plan to executable program. However, text-based languages come out on top when it comes to the programming languages most used. This paper aims at finding the strengths and weaknesses of teaching a visual programming language to novices in order to contribute to the otherwise lacking empirical evidence within the field of teaching computer programming. The methods used in order to collect data and answer the research question took inspiration from methods used in ethnomethodology. These methods were: observation through participation within a group of programming novices and semi-structured interviews with programming tutors. What can be seen from the study is that visual programming languages offer a quick introduction to the world of programming that in many ways plays down the difficulties within the area by making programming playful and creative. On the other hand, the boundaries of the language are quickly reached and require the students to switch to a text based language. Also, the visual programming language did not help the students learn how to plan and troubleshoot theirprograms. When progressing to a text-based programming language where planning and troubleshooting are required steps ofthe process this may become troublesome.
I en värld där datorer är en del av människors vardag är det fördelaktigt att lära sig att instruera datorer att utföra tidskrävandeoch/eller komplexa uppgifter. Visuella programmeringsspråk syftar till att göra upplevelsen för personer som programmerar så bra som möjligt genom att minska fokuset på syntax och översättning från mental plan till körbart program. Men de mest använda programmeringsspråken är idag de textbaserade språken och inte de visuella. Denna uppsats syftar till att hitta styrkor och svagheter i att lära ut ett visuellt programmeringsspråk för nybörjare för att bidra till bristen på empiriska bevis inom området datorprogrammeringsundervisning. De metoder som användes för att samla data och svara på forskningsfrågantog inspiration från metoder som används inom ethnomethodologi. Dessa metoder var: observation genom deltagande i engrupp av programmeringsnybörjare samt halvstrukturerade intervjuer med programmeringshandledare. Vad som kan konstaterats från resultatet samt diskussionen är att visuella programmeringsspråk erbjuder en snabb introduktion till programmeringsvärlden och på många sätt avdramatiserar området genom att göra programmeringen lekfull och kreativ. Negativa aspekter av att använda visuella programmeringsspråk är å andra sidan att gränserna för språket snabbt nås och kräver att studenterna byter till t.ex. ett textbaserat språk. Det visuella programmeringsspråket hjälpte inte heller eleverna att lära sig att planera och felsöka sina program. När man går vidare till ett textbaserat programmeringsspråk där planering och felsökning krävs steg i processen kan det bli besvärligt.

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Wall, Karl. "G#, a graphical approach to functional programming." Thesis, Tekniska Högskolan, Högskolan i Jönköping, JTH, Datateknik och informatik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-43359.

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The purpose of this bachelor thesis was to present a solution for how a graphical programming language with a functional mindset can be constructed with the help of inspiration from functional programming. An artefact was created by using design science as a research methodology and has in several iterations gone through development and testing to reassure the outcome works as intended. The graphical programming language which has been developed is a language that allows the programmer to code in depth, functions are written as blocks inside blocks and the language is made compact. A code structure in a JSON-format was developed at the same time as G#, allowing it to be presented in a texted data format. The purpose of the JSON-format was to enable execution of G# and the transformation to a text-based programming language. Implications can be made from this study by learning about how a graphical programming language can be built from scratch and what difficulties needs to be tackled to get a result that works as intended. G# was developed to only support a few selected and commonly used functions in programming due to time limitations. The final version of G# in this study can do calculations, handle lists and perform less complex algorithms. Under the development of G#’s graphical functions, the free tool Draw.io was used. Unknowingly from the start, Draw’s limitations made it not perform as expected. Therefore, it is recommended to investigate which available tools are most suited for the construction of the graphical functions before development begins.
Syftet med examensarbetet var att med hjälp av inspiration från funktionell programmering, presentera en lösning på hur ett nytt grafiskt programmeringsspråk med ett funktionellt djup och tänk kan konstrueras. Med hjälp av designbaserad forskning har en artefakt tagits fram som genomgått iterationer av utveckling och testning för att uppnå ett resultat som fungerar som tänkt. Det grafiska språket som tagits fram kallas för G# och är ett språk som tillåter programmeraren att programmera på djupet, funktioner skrivs som block inuti block och språket blir kompakt. Tillhörande G# så konstruerades en struktur i ett JSON-format för hur funktioner i G# kan representeras i ett textat dataformat. Syftet med JSON-formatet var att möjliggöra exekvering av G# och transformering till ett textbaserat programmeringsspråk. Av denna studie kan det dras lärdomar kring hur ett programmeringsspråk kan byggas upp från grunden och vilka svårigheter som måste tacklas för att få ett resultat som fungerar. På grund av begränsning av tid så utvecklades endast vanligt förekommande funktioner inom programmering till G#, språkets slutversion kan göra beräkningar, sköta hantering av listor och utföra enklare algoritmer. Vid utvecklingen av G# användes verktyget Draw.io för att konstruera funktioner. Verktyget var begränsat i funktionalitet och presterade inte enligt förväntan. Därför borde en undersökning som svarar på vilket typ av verktyg som är mest lämpligt för utvecklingen av de grafiska funktionerna göras innan utvecklingen börjar.

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Lima, William Vieira de, and 97-99176-0112. "Percepção Ambiental e desenvolvimento Scratch: uso da água no pulsar do Rio Juruá – Eirunepé – Amazonas." Universidade Federal do Amazonas, 2018. https://tede.ufam.edu.br/handle/tede/6695.

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This dissertation is based on the assumption that the use of educational Software Scratch can contribute to the teaching of Environmental Sciences, providing the research subjects with a meaningful learning about the environment in which they live. It aims at the construction of dynamic animations on the use of water with the use of Scratch. In order to reach the proposed objectives of the research the environmental perception of the subjects on the use of water in the pulsar of the Juruá River was studied, as well as the educational Software Scratch and its possibilities for the development of computational thinking. The study was carried out in a public school in the interior of the state of Amazonas, with as participants the teacher-researcher and twenty-four students. The foundation of the work was the Systemic Complexity Approach. Faced with the need to describe and explain the social phenomenon in its context, with use of the Case Study as a methodological procedure, allows the use of multiple sources to explore the phenomenon in depth. The students were encouraged to develop dynamic animations with the use of Scratch and were studied to verify if the tool provides a learning of the contents related to Environmental Sciences, specifically the water theme. For analysis, descriptive statistics were performed, after feeding the database, with records of the interviews, questionnaire and data recorded in the field diary. The research shows that Scratch can be an important aid to the curricular work, due to its motivational, challenging and constructive character, and can be inserted as a pedagogical proposal in basic education schools.
Esta dissertação se baseia no pressuposto de que o uso do Software educacional Scratch pode contribuir para o ensino de Ciências Ambientais, proporcionando aos sujeitos da pesquisa uma aprendizagem significativa sobre o ambiente em que vivem. Tem como objetivo a construção de animações dinâmicas sobre o uso da água com o uso do Scratch. Para alcançar os objetivos propostos da pesquisa, foi estudada a percepção ambiental dos sujeitos sobre o uso da água no pulsar do rio Juruá, bem como o Software educacional Scratch e suas possibilidades para o desenvolvimento do pensamento computacional. O estudo foi realizado em uma escola pública do interior do estado do Amazonas, tendo como participantes o professor-pesquisador e vinte e quatro discentes. A base do trabalho foi a Abordagem da Complexidade Sistêmica. Diante da necessidade de descrever e explicar o fenômeno social em seu contexto, com uso do Estudo de Caso como procedimento metodológico, que permite o uso de múltiplas fontes para explorar o fenômeno em profundidade. Os alunos foram incentivados a desenvolver animações dinâmicas com o uso do Scratch e foram estudados para verificar se a ferramenta proporciona um aprendizado dos conteúdos relacionados às Ciências Ambientais, especificamente o tema água. Para análise, foram realizadas estatísticas descritivas, após alimentação da base de dados, com registros das entrevistas, questionário e dados registrados no diário de campo. A pesquisa mostra que o Scratch pode ser uma ajuda importante para o trabalho curricular, devido ao seu caráter motivacional, desafiador e construtivo, podendo ser inserido como uma proposta pedagógica nas escolas de educação básica.

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Techapalokul, Peeratham. "Automated Identification and Application of Code Refactoring in Scratch to Promote the Culture Quality from the Ground up." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/98756.

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Much of software engineering research and practice is concerned with improving software quality. While enormous prior efforts have focused on improving the quality of programs, this dissertation instead provides the means to educate the next generation of programmers who care deeply about software quality. If they embrace the culture of quality, these programmers would be positioned to drastically improve the quality of the software ecosystem. This dissertation describes novel methodologies, techniques, and tools for introducing novice programmers to software quality and its systematic improvement. This research builds on the success of Scratch, a popular novice-oriented block-based programming language, to support the learning of code quality and its improvement. This dissertation improves the understanding of quality problems of novice programmers, creates analysis and quality improvement technologies, and develops instructional approaches for teaching quality improvement. The contributions of this dissertation are as follows. (1) We identify twelve code smells endemic to Scratch, show their prevalence in a large representative codebase, and demonstrate how they hinder project reuse and communal learning. (2) We introduce four new refactorings for Scratch, develop an infrastructure to support them in the Scratch programming environment, and evaluate their effectiveness for the target audience. (3) We study the impact of introducing code quality concepts alongside the fundamentals of programming with and without automated refactoring support. Our findings confirm that it is not only feasible but also advantageous to promote the culture of quality from the ground up. The contributions of this dissertation can benefit both novice programmers and introductory computing educators.
Doctor of Philosophy
Software remains one of the most defect-prone artifacts across all engineering disciplines. Much of software engineering research and practice is concerned with improving software quality. While enormous prior efforts have focused on improving the quality of programs, this dissertation instead provides the means to educate the next generation of programmers who care deeply about software quality. If they embrace the culture of quality, these programmers would be positioned to drastically improve the quality of the software ecosystem, akin to professionals in traditional engineering disciplines. This dissertation describes novel methodologies, techniques, and tools for introducing novice programmers to software quality and its systematic improvement. This research builds on the success of Scratch, a popular visual programming language for teaching introductory students, to support the learning of code quality and its improvement. This dissertation improves the understanding of quality problems of novice programmers, creates analysis and quality improvement technologies, and develops instructional approaches for teaching quality improvement. This dissertation contributes (1) a large-scale study of recurring quality problems in Scratch projects and how these problems hinder communal learning, (2) four new refactorings, quality improving behavior-preserving program transformations, as well as their implementation and evaluation, (3) a study of the impact of introducing code quality concepts alongside the fundamentals of programming with and without automated refactoring support. Our findings confirm that it is not only feasible but also advantageous to promote the culture of quality from the ground up. The contributions of this dissertation can benefit both novice programmers and introductory computing educators.

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Rocha, Kátia Coelho da. "Programação em Scratch na sala de aula de matemática : investigações sobre a construção do conhecimento de ângulo." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/170328.

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O presente estudo propõe-se responder à questão de investigação: Quais são as evidências de pensamentos matemáticos e como os alunos as expressam em atividades de programação envolvendo o conceito de ângulo? A pesquisa compreende um estudo de caso realizado com 16 alunos do 6º ano do ensino fundamental de uma escola da rede pública municipal de São Leopoldo. Os alunos participaram de 11 encontros semanais, dentro da sua carga horária de aula, em que solucionaram situações variadas propostas pela pesquisadora e produziram um jogo. Todas as atividades foram desenvolvidas no Scratch, visando à compreensão do conceito de ângulo e de conceitos básicos de programação. Durante a realização das atividades, os alunos eram observados e entrevistados. As entrevistas foram inspiradas no método clínico, criado por Piaget, que busca auxiliar na compreensão do curso do pensamento dos sujeitos Além disso, foram utilizados como material de análise vídeos das interações com os alunos, arquivos produzidos no Scratch e registros dos alunos em uma página na internet. A análise de dados está apoiada na Teoria dos Campos Conceituais proposta por Gérard Vergnaud e na busca por aproximações e distanciamentos na psicogênese das condutas cognitivas da criança em interação com o mundo do computador, observadas por Léa Fagundes. Os resultados apontam para evoluções na compreensão do conceito de ângulo, permitindo identificar fases e subfases nas quais os alunos apresentam seus esquemas em relação ao conceito de ângulo e apropriação da linguagem de programação do software.
The present study proposes to answer the research question: What are the evidences of mathematical thinking and how do the students express them in programming activities involving the angle concept? The research comprises a case study carried out with 16 students from 6th grade of elementary school in a public school in São Leopoldo. The students took part of 11 weekly meetings, within their class schedule, in which they solved varied situations proposed by the researcher and produced a game. All activities were developed in Scratch, aiming at understanding the concept of angle and basic programming concepts. During the activities, the students were observed and interviewed The interviews were inspired in clinical method, created by Piaget, which seeks to assist them in understanding the course of the subjects' reasoning. In addition, videos of interactions with students, files produced in Scratch and student records on a web page were used as analysis material. Data analysis is supported by the Theory of Conceptual Fields proposed by Gérard Vergnaud and the search for similarities and differences in the psychogenesis of the cognitive behavior of the child in interaction with the computing world, observed by Léa Fagundes. The results point to evolutions in the understanding of the concept of angle, allowing us to identify phases and subphases in which the students present their schemas in concerning the concept of angle and appropriation of the software programming language.

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Marshall, Smith Shannon. "A comparison of computer-based and robotic programming instruction: Impact of Scratch versus Cozmoon middle school students' computational thinking, spatial skills, competency beliefs, and engagement." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1563504114667862.

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Silva, Samantha Pinto da. "O uso da lógica de programação para a Educação Matemática no Ensino Médio: experiências com o Scratch." Universidade Federal de Pelotas, 2016. http://repositorio.ufpel.edu.br:8080/handle/prefix/2891.

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Sem bolsa
Esta pesquisa tem como foco investigar como o uso da lógica de programação, mediada pela linguagem de programação Scratch, potencializa o ensino de Matemática quanto à resolução de problemas. Baseada em uma perspectiva sócioconstrutivista de mediação e colaboração, e na concepção de que o estudante de hoje é nativo no mundo digital, ambientado e interessado pelo uso desse tipo de tecnologia, realizou-se um estudo de caso com alunos do terceiro ano do Ensino Médio de uma escola pública estadual situada no município de Pelotas/RS. A coleta de dados aconteceu por meio de questionários mistos, teste de conhecimento e experimentações com o Scratch. Observou-se que a lógica de programação para a resolução de problemas e as atividades em grupo na criação de algoritmos, proporcionaram aulas mais dinâmicas e motivadoras à aprendizagem, nas quais os alunos demonstraram-se satisfeitos em aprender Matemática via Scratch. Além disso, percebeu-se que essa abordagem pode contribuir para o desenvolvimento de competências e habilidades necessárias à formação do estudante desta etapa escolar, desde que sua consolidação se dê em etapas anteriores.
This research investigate show the use of programming logic, through the programming language Scratch, optimizes the mathematics teaching process in terms of problems solving. Based on a socio-constructivist perspective of mediation and collaboration, it was conducted a case study with students of the last year of a state high school localized in the city of Pelotas/RS. This study takes into account the assumption that nowadays students are native in the digital world, accustomed and interested for this kind of technology. Data collection was made through mixed questionnaires, knowledge tests, and experiments with the Scratch. It was observed that the logic programming for the problems solving in addition to the group activity in the algorithms development allowed more dynamic and motivating classes. As result, students demonstrated being satisfied to learn mathematic through Scratch. Moreover, it was noted that this approach may contributes for the development of required skills in the training student process, if its consolidation be given in previous series.

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Angelo, Isabela Martins. "Recomendações para o desenvolvimento de ambientes de programação inclusivos para crianças cegas." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/3/3142/tde-27082018-090956/.

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A inclusão de crianças com deficiência em escolas regulares, ocorrida seguindo a Lei 13.146 de 06 de julho de 2015, que institui a Lei Brasileira de Inclusão da Pessoa com Deficiência, exige que as atividades escolares sejam acessíveis a todas as crianças. Entre as atividades escolares, as atividades de programação têm se espalhado nas escolas devido aos benefícios gerados nas habilidades dos alunos, como criatividade e pensamento lógico. Atualmente, essas atividades utilizam principalmente ambientes de programação em blocos, como o Scratch, que focam em aspectos visuais para interação, contando com cores, formatos e utilização do mouse. Nesse contexto, e de grande importância o estudo de interfaces de programação para que crianças com deficiência visual possam ser incluídas e participem em conjunto com as outras crianças. Este projeto busca investigar este tema, bem como propor e avaliar um sistema para atividades de introdução à programação para crianças cegas e videntes. Foi proposto um sistema formado por peças tangíveis, em que os blocos digitais foram substituídos por peças físicas com formas para reconhecimento tátil e respostas auditivas. Foi adotado um modelo cíclico para o desenvolvimento do protótipo que garantiu duas etapas de testes com usuários. Na primeira etapa foram 4 participantes videntes, sendo que três participaram vendados, e a partir das observações foram gerados novos requisitos e modificações no protótipo. Na segunda etapa participaram 2 crianças cegas e os resultados destes testes geraram requisitos específicos para a utilização do sistema por crianças cegas. Este trabalho traz como contribuição final um conjunto de recomendações para o desenvolvimento de sistemas que permitam a crianças cegas e videntes brincarem juntas em atividades de programação.
The inclusion of children with disabilities in regular schools, following Law 13,146 of July 6, 2015, which establishes the Brazilian Law on the Inclusion of Persons with Disabilities, requires that school activities be accessible to all children. Among school activities, programming activities have spread in schools because of the benefits generated in students\' skills such as creativity and logical thinking. Currently, these activities mainly use blocks programming environments, such as Scratch, that focus on visual aspects for interaction, counting on colors, shapes and mouse usage. In this context, it is of great importance to study programming interfaces so that children with visual impairment can be included and participate together with other children. This project seeks to investigate this theme as well as to propose and evaluate a system for introductory programming activities for blind and sighted children. It was proposed a system formed by tangible pieces in which the digital blocks were replaced by physical pieces with forms for tactile recognition and auditory responses. It was adopted a cyclical model for the development of the prototype that guaranteed two stages of testing with users. In the first stage, four sighted participants, three were blindfolded among them, and and from the first observations were generated new requirements and modifications in the prototype. The second stage involved 2 blind children and the results of these tests generated specific requirements for the use of the system by blind children. This work brings as final contribution a set of recommendations for the development of systems that allow blind and sighted children to play together in programming activities.

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Donley, Kevin Scott. "Coding in the Curriculum: Learning Computational Practices and Concepts, Creative Problem Solving Skills, and Academic Content in Ten to Fourteen-Year-Old Children." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/514678.

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Educational Psychology
Ph.D.
The fundamentals of computer science are increasingly important to consider as critical educational and occupational competencies, as evidenced by the rapid growth of computing capabilities and the proliferation of the Internet in the 21st century, combined with reimagined national education standards. Despite this technological and social transformation, the general education environment has yet to embrace widespread incorporation of computational concepts within traditional curricular content and instruction. Researchers have posited that exercises in computational thinking can result in gains in other academic areas (Baytak & Land, 2011; Olive, 1991), but their studies aimed at identifying any measurable educational benefits of teaching computational concepts to school age children have often lacked both sufficient experimental control and inclusion of psychometrically sound measures of cognitive abilities and academic achievement (Calao, Moreno-León, Correa, & Robles, 2015). The current study attempted to shed new light on the question of whether using a graphically-based computer coding environment and semi-structured curriculum –the Creative Computing Course in the Scratch programming language –can lead to demonstrable and significant changes in problem solving, creative thinking, and knowledge of computer programming concepts. The study introduced 24 youth in a summer educational program in Philadelphia, PA to the Scratch programming environment through structured lessons and open-ended projects for approximately 25 hours over the course of two weeks. A delayed treatment, control trial design was utilized to measure problem solving ability with a modified version of the Woodcock-Johnson Tests of Cognitive Abilities, Fourth Edition (WJ-IV), Concept Formation subtest, and the Kaufman Tests of Educational Achievement, Third Edition (KTEA-3) Math Concepts and Applications subtest. Creative problem solving was measured using a consensual assessment technique (Amabile, 1982). A pre-test and post-test of programming conceptual knowledge was used to understand how participants’ computational thinking skills influenced their learning. In addition, two questionnaires measuring computer use and the Type-T (Thrill) personality characteristic were given to participants to examine the relationship between risk-taking or differences in children’s usage of computing devices and their problem solving ability and creative thinking skills. There were no differences found among experimental and control groups on problem solving or creative thinking, although a substantial number of factors limited and qualified interpretation of the results. There was also no relationship between performance on a pre-test of computational thinking, and a post-test measuring specific computational thinking skills and curricular content. There were, however, significant, moderate to strong correlations among academic achievement as measured by state standardized test scores, the KTEA-3 Math Concepts and Applications subtest, and both the pre and post Creative Problem Solving test developed for the study. Also, higher levels of the Type T, or thrill-seeking, personality characteristic were associated with lower behavioral reinforcement token computer “chips," but there were no significant relationships among computer use and performance on assessments. The results of the current study supported retention of the null hypothesis, but were limited by small sample size, environmental and motivational issues, and problems with the implementation of the curriculum and selected measures. The results should, therefore, not be taken as conclusive evidence to support the notion that computer programming activities have no impact in other areas of cognitive functioning, mathematic conceptual knowledge, or creative thinking. Instead, the results may help future researchers to further refine their techniques to both deliver effective instruction in the Scratch programming environment, and also target assessments to more accurately measure learning.
Temple University--Theses

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García, Wendy. "Matematiska resonemang och programmering : En undersökning om matematiska resonemang och programmering i matematikundervisning på gymnasienivå." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:du-27760.

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Syftet med denna studie var att undersöka om användningen av programmering i matematikundervisningen kan ge gymnasieelever förutsättningar att utveckla sin förmåga att föra matematiska resonemang samt om elevernas sätt att resonera matematiskt kan påverkas av programmering. Uppgiften som användes i denna studie handlade om att skriva ett program eller skript som ritade en kvadrat vars sidor inte var parallella med koordinataxlarna x och y, och som skulle lösas genom att använda programmeringsspråket Scratch. Totalt var det 14 stycken förstaårselever från två olika yrkesprogram som deltog i denna studie. Undersökningen genomfördes genom att dela upp eleverna i par och varje par undersöktes enskilt. Det insamlade datamaterialet omfattade inspelningar av elevernas samtal med varandra samt skärmaktivitet (tangenttryckningar, rörelse av muspekaren, etc.), observationer av elevernas kroppsspråk och en kvalitativ intervju. Allt detta transkriberades sedan i ett dokument och analyserades enligt en analysmall för att kunna hitta svar på studiens frågeställningar. Studiens resultat visar bl.a. att programmering gav majoriteten av de undersökta eleverna möjlighet att utveckla sin förmåga att resonera matematiskt genom användning av kreativa matematiska resonemang som kännetecknas av att uppgiftlösningen är något nytt för eleverna, att de argumenterar för sina val och att dessa argument är förankrade i matematiken. Studien visar också att samtliga elevers sätt att föra matematiska resonemang påverkades av programmeringen genom att elevernas val anpassades efter den feedbacken de fick av Scratch under tiden de jobbade med uppgiften samt även när de var klara med den och skulle testköra sina färdiga skript och rätta eventuella fel eller bekräfta att de hade kommit fram till en korrekt lösning.

Matematik

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Bäckström, Sandra, and Hanna Robertsson. ""Programmering är kul och lärorikt!" : En kvailtativ forskningsstudie som elevers användning av problemlösningsstrategier i programmering." Thesis, Karlstads universitet, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-78407.

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Syftet med studien är att undersöka huruvida elever använder problemlösningsstrategier under programmering i programmet ScratchJr. Forskningsfrågorna utgår ifrån hur eleverna använder sig av samt uttrycker sig om sina egna problemlösningsstrategier. Metoderna som använts för att besvara forskningsfrågorna har varit en triangulering mellan deltagande observation och intervju. Den deltagande observationen har bestått av ett lektionsupplägg. 40 elever från tre olika skolor har deltagit i studien genom observation och därefter intervjuer med samma elever om den lösning som framkommit. Det resultat som framkommit har varit att samtliga elever använt sig av problemlösning genom olika strategier som att prova sig fram, samarbeta eller komma ihåg hur de tidigare gjort. De allra flesta elever kunde uttrycka sig på vilket sätt de löst uppgiften under intervjun. Studiens resultat visar att programmering är en viktig del av undervisningen. Elever använder sin individuella problemlösningsförmåga och kan då bli medvetna om den. Programmering ska också ses som en del av det lustfyllda lärandet.
The purpose of the study is to investigate whether pupils use problem-solving strategies during programming in the ScratchJr program. The research questions are based on how the pupils make use of and express themselves about their own problem-solving strategies. The methods used to answer the research questions have been a triangulation between participant observation and interview. The participatory observation consisted of a lesson plan. 40 students from three different schools participated in the study through observation and then interviews with the same pupils about the solution that has emerged. The result that has emerged has been that all students have used problem solving through different strategies such as trying to develop, collaborate or remember how they did before. Most pupils were able to express how they solved the task during the interview. The study's results show that programming is an important part of teaching. Pupils use their individual problem-solving ability and can then become aware of it. Programming should also be part of the fun-filled learning.

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Hjalmarsson, Elin, and Robin Johansson. "Efterfrågad kunskap eller implementering utan syfte : Programmering i grundskolans matematikundervisning." Thesis, Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-21400.

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Programmering har under 2018 implementerats i den svenska läroplanen och blivit ett nytt inslag i ämnena matematik och teknik. Skolan har nu i uppgift att förmedla dessa kunskaper och även utveckla färdigheter för att skapa demokratiska medborgare som kan delta i det nya digitala samhället. Syftet med denna kunskapsöversikt är att synliggöra vad som kännetecknar forskningen om programmering i ämnet matematik. Med utgångspunkt i sökord såsom programmering, matematik och skola, och med hjälp av urvalskriterier har relevant forskning sökts upp, studerats och kartlagts. Detta har genomförts för att skapa en bild av programmering i matematiken. Olika matematiska områden samt olika typer av programmering finns representerade i översikten. Scratch är det programmeringsverktyg som används mer frekvent än andra i vårt urval av forskning. Vad vi kan se i vår kunskapsöversikt är att det är två matematikområden som dominerar i vårt urval. Dessa områden är problemlösning och geometri. De effektstudier som gjorts i urvalet visar inte några positiva effekter för programmeringens betydelse av elevernas problemlösningsförmåga. Programmering skapar däremot ett starkare självförtroende och en glädje hos eleverna. Artiklarna presenterar både positiva och negativa aspekter till programmering inom matematik. Det framkommer att programmering inom matematik stimulerar elevernas nyfikenhet och självförtroende. Kunskapsöversikten visar att programmering enbart används inom konkreta och laborativa områden i matematiken. Vi har också sett att det är ett platt forskningsfält som främst innehåller pragmatiska studier. En avsaknad av kritiska studier finns i urvalet.

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Rosenkvist, Simon. "Troféer och erfarenhets-mätare : Hur dessa påverkar prestation och engagemang hos ungdomar inom programmering med scratch." Thesis, Linnéuniversitetet, Institutionen för datavetenskap och medieteknik (DM), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-86876.

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En studie utfördes på högstadieelever för att mäta hur en implementering av gamification-elementen erfarenhetsmätare och troféer i en scratch-baserad applikation påverkade deras engagemang och prestation. De två användartest-grupperna för kontroll- och test-versionen visar på att implementationen av dessa gamification-element har en markant positiv effekt på både engagemang och prestation.

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Nilsson, Rikard, and Filia Olin. "Introduktion av programmering i grundskolan : En systematisk litteraturstudie." Thesis, Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-144377.

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Abstract Detta examensarbete är en systematisk litteraturstudie gällande effekter av programmering i undervisningen för grundskolans tidigare åldrar med fokus på teknikämnet. Studien har undersökt följande frågor 1. Vilka effekter på lärande finns rapporterat i relation till att introducera programmering i teknik som skolämne? 2. På vilka sätt kan programmering påverka elevers nyfikenhet, kreativitet samt självförtroende inom teknikämnet? 3. Kan programmering lyfta det multimodala arbetssättet i klassrummet med fokus på programmet Scratch som läroresurs? Studien har undersökt tidigare forskning som utförts och sammanställt ett resultat som besvarar dessa frågor. Examensarbetet har inkluderar tio olika tidigare studier som är relevanta utifrån frågeställningen. Skolverket (2016a) har presenterat ett förslag som inkluderar programmering i läroplanen. Skolverket rekommenderar användning av mjukvaran Scratch och således har examensarbetet fokuserat på Scratch som läroresurs. Resultatet av analysen visar att programmering har både positiva och negativa effekter. Arbete med programmering innefattar datalogiskt tänkande, problemlösning och ett kreativt arbetssätt, vilket den nya läroplanen inkluderar som essentiella kompetenser för utveckling av skolväsendet. Dock visar resultatet även att lärarnas digitala kompetens inte är tillräcklig i nuläget för att bedriva en gynnsam undervisning som involverar digital teknik.

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Mickel, Timothy R. "Kids, coding, and connections : extending the ScratchJr programming environment to support wireless physical devices." Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/106001.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2015.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 69-70).
This thesis presents a system and design for the connection of the ScratchJr programming environment to wireless physical devices. Using ScratchJr, young kids can create interactive stories, animations, and games on mobile tablet devices. With the extension system developed in this thesis, young kids can program wireless lights, motors, sensors, toy robots, and other Bluetooth Smart products and devices. Developers can use the framework to connect ScratchJr to more devices, and a streamlined programming interface is provided for this purpose. The thesis discusses the implementation of several example extensions, and it compares the design and functionality to similar mobile programming environments.
by Timothy R. Mickel.
M. Eng.

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Balla, Ulrika. "Implementering av programmering i matematik åk 7-9 : En litteraturstudie om tre olika programmeringsspråks lämplighet i olika matematikområden." Thesis, Linköpings universitet, Matematik och tillämpad matematik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-144807.

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Hösten 2018 inrättas det en ny version av läroplanen från 2011 med mer fokus på programmering. Syftet med denna litteraturstudie är att sammanställa forskningslitteraturens resultat om olika programmeringsspråks lämplighet för högstadiets matematikundervisning, samt lämpliga matematikområden. Frågeställningarna jämför tre programmeringsspråk med avseende på deras lämplighet och för- och nackdelar i matematikundervisningen. Programmeringsspråken, som jämförs, är Scratch, Python och VBA (Visual Basics of Application, programmering i Microsofts kalkylprogram Excel). Litteraturstudiens resultat visar att Scratch och Python anses vara lämpliga för nybörjare och är utvecklade för att de ska vara lätta att lära sig och förstå medan VBA är det programmeringsspråk som är utvecklat för att utföra matematiska beräkningar med. Programmeringsspråken kan användas i matematikundervisningen på likvärdiga sätt och i de flesta matematikområdena beroende på elevernas kompetens och lärarens val av uppgifter och tillvägagångssätt. Vidare är det möjligt att eleverna kan bli mer motiverade till att lära sig matematik om de har tillgång till digitala hjälpmedel eller programmering inom matematikundervisningen

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Cisnevik, Angely. "Programmeringsundervisningens syfte, innehåll och metod, enligt olika aktörer i utbildningssystemet." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-169831.

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Detta är en undersökning om hur uppdraget i programmering i skolan har tolkats på väg nerfrån Skolverket till eleverna genom en kvalitativ studie. Intervjuer har tillämpats som metodoch dessa har analyserats utifrån ett tolkningsperspektiv med en iterativ ansats. För dennastudie har deltagarna varit ett undervisningsråd från Skolverket, en IKT-samordnare frånLinköpings kommun, en rektor, en digitaliseringsansvarig, fyra lärare samt sex elever. Syftet med studien är att undersöka vad olika deltagare på olika nivåer i utbildningssystemethar för åsikter gällande tolkningen av de didaktiska frågorna vad, hur och varför inomprogrammeringsundervisning. Studien inleds med en kort historisk genomgång om programmering i skolan och detredovisas också om olika begrepp relaterat till programmering. Resultatet av denna studie visar på likheter om vad undervisningen ska innehålla men ocksåsmå skillnader när det gäller hur man ska undervisa inom programmering. Däremot har detskett omtolkningar i organisationens olika delar avseende syftet medprogrammeringsundervisning i skolan. Man finner att flera av deltagarna, från Skolverket nertill lärarna, har delvis liknande uppfattningar om syftet. Men när eleverna ska beskriva syftetmed programmering i skolan så betonar de programmering som något fundamentalt för derasframtid, vilket skiljer sig från de övriga deltagarna i de genomförda intervjuerna.

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陳文良. "Teaching Scratch Programming with Instructional Cards: An Action Research." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/41769355266172161230.

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碩士
國立臺灣師範大學
資訊教育研究所
102
Scratch is a programming language developed by MIT Media Lab for beginning programmers. Many primary and secondary schools have incorporated Scratch into their computer courses since its first launch. One of the greatest difficulties faced by those schools is the huge difference among students’ learning capacity. To meet the individual needs , the traditional teaching method in which students should follow only one teaching method. This study aims to explore a better way to teaching Scratch bydesigning instructional Scratch cards and using them in computer classrooms. Students can choose what they want to learn based on their interest and abilities. In order to constantly improve the design of the Scratch cards and its teaching strategy, this study adopted the action research approach consisting of four spiral steps: plan, action, observation, and reflection" proposed by Carr and Kemmis (1983). One hundred and one fifth-grade elementary school students participated in this experiment for 20 weeks. The teaching material was organized into four units: "start and coordinate," "repeat loop," "conditional and random number," and "variable, digital logic, arithmetic operators and broadcasting." For each unit, we designed nine Scratch cards with three cover stories in three difficulty levels. Students can find a proper one to practice with and train themselves by increasing the difficulty level. On the other hand, appropriate incentives were used to encourage students to practice more. The results showed that Scratch cards did meet the needs of students and also gradually change the focus of instruction from teacher-centered to learner-centered. As a result, students had more opportunities to explore, discuss with peers, ask for assistance, and learn actively. It also allowed teachers to provide more assistance to slow learners in the class.

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Shih, Ya-Ling, and 史雅齡. "The Scratch Programming Language Integrates Mathematics for " Quadratic Equation" Course." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/r2796r.

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碩士
淡江大學
教育科技學系數位學習在職專班
102
This study integrated Mathematics Scratch programing language into designing unit teaching activities for 8th graders. Students are led to learn through images and them realize the quadratic equation. This study aims to explore if students’ academic achievement is enhanced. Through applying Image Represented Formats in teaching math concepts, collect students’ opinions toward the integrating. Scratch Programming into mathematics instruction, and propose further discussions. 1.There was no significant difference between experimental group and the control group in terms of Scratch Programming into mathematics instruction. 2.Scratch Programming into mathematics instruction performed better in their learning achievement procrastinated test compared to students in the control group. 3.Positive feedbacks were received from students on the integration of Scratch Programming into mathematics instruction. At last, according to the research results, this study offers suggestions for teaching math and doing further researches.

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Cunha, Carla Rute da Costa Oliveira Machado e. "O Scratch e a interdisciplinaridade." Master's thesis, 2019. http://hdl.handle.net/1822/62125.

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Relatório de estágio de mestrado em Ensino em Informática
O presente relatório de estágio, intitulado “O Scratch e a Interdisciplinaridade”, surge no âmbito da realização da realização do Mestrado em Ensino de Informática, do Instituto de Educação da Universidade do Minho e tem por base a conceção de um Projeto de Intervenção Pedagógica direcionado para alunos do 2º ciclo do Ensino Básico. O tema deste projeto é referente ao uso do ambiente de programação Scratch, como instrumento e estratégia de interdisciplinaridade, entre as diferentes disciplinas do 2º ciclo do Ensino Básico. O seu objetivo fundamental é compreender as potencialidades do Scratch para a aprendizagem de conteúdos de diferentes áreas disciplinares e assim promover a interdisciplinaridade, o Pensamento Computacional, desenvolver competências no uso software Scratch, despertar nos alunos interesse pelo uso da computação, a emergência do Pensamento Computacional e a adoção de estratégias colaborativas entre alunos. Para tal foram concebidos materiais didáticos que facilitem a adoção, por parte dos alunos, de destrezas e aptidões favorecedoras da aprendizagem, proporcionando uma aprendizagem da linguagem de programação, por blocos simples, em que o aluno observa, de forma animada, a consequência do seu trabalho. Trata-se de um trabalho que visa compreender o envolvimento dos alunos na utilização de um recurso informático (o Scratch) para trabalhar a área da Matemática e do Inglês. Assim, no enquadramento teórico procuramos clarificar o conceito interdisciplinaridade e compreender a sua evolução, assim como, pretendemos clarificar o conceito de Pensamento Computacional, o seu âmbito e aplicação. Do mesmo modo, este trabalho pretende compreender o contributo do Pensamento Computacional para a interdisciplinaridade e o desenvolvimento de competências dos alunos. O uso do Scratch permitiu motivar os alunos e criar oportunidades de desenvolvimento da capacidade de encontrar soluções, para problemas do quotidiano dos alunos, recorrendo ao domínio da informática do mesmo modo que possibilitou o trabalho colaborativo e estabelecer pontes com as diferentes disciplinas especialmente com matemática e inglês.
The present internship report, titled "The Scratch and Interdisciplinarity", comes within the scope of the accomplishment of the Master's Degree in Informatics Teaching at the Institute of Education of Minho University. It is based on a Project design of Pedagogical Intervention directed for Basic Education.students, namely the 2nd cycle. The theme of this project is related to the use of the Scratch programming environment, as an interdisciplinary instrument and strategy, between the different disciplines of the 2nd cycle of Basic Education. Its fundamental objective is to understand the potential of Scratch to learn content from different disciplinary areas and thus promote interdisciplinarity, Computational Thinking, develop skills in the use of Scratch software, awaken in students’ interest in the use of computing, the emergence of Computational Thinking and the adoption of collaborative strategies among students. To this end, teaching materials were designed to facilitate students' adoption of learning-enhancing skills and abilities, providing a simple programming language learning in which the student observes, in a lively way, the consequence of his own job. This report aims to understand the involvement of students in the use of a computer resource (Scratch) to work in the area of Mathematics and English. Thus, in the theoretical framework we seek to clarify the concept of interdisciplinarity and to understand its evolution, just as we intend to clarify the concept of Computational Thinking, its scope and application. In the same way, this work intends to understand the contribution of Computational Thinking to the interdisciplinarity and the development of students' competences. The use of Scratch allowed to motivate the students and to create opportunities of development of the capacity to find solutions of the students’ daily problems, resorting to the domain of the computer science in the same way that it made possible the collaborative work and to establish bridges with the different disciplines especially with Mathematics and English.

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Lee, Chunlin, and 李俊霖. "The Application of Program Modules to Assisting Fourth-Grader’s Scratch Programming." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/42895551566829955528.

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碩士
國立屏東教育大學
資訊科學系碩士班
101
The main purpose of this study was to use program modules to scaffold the fourth graders who learn Scratch programming. It was also aimed at exploring the gender differences between the module-assisted and the non-module learning of the Scratch program. It examined the effect of program module on fourth graders' performance and attitude of programming. The subjects were fourth graders of an elementary school in the Lingya District, Kaohsiung. The teaching design was problem-oriented. Experimental group adopted the module-assisted Scratch programming, while the control group did their programming without using modules. The experiment design adopted factors such as learning tool and gender as the independent variables. The performance and learning attitude, which worked as dependent variables, were analyzed in accordance with t-test and two-way ANOVA. At the end of experiment, the evaluation was conducted using learning achievement tests, learning attitude questionnaire and semi-structured interviews for quantitative analysis. The conclusions were as follows: 1.The effect on learning performance in Scratch programming learning Module-assisted Scratch programming learning can significantly enhance students' learning achievement and achieve the level of their completion of programming. 2.The effect on learning attitude in using different learning aids There is no significant difference in the module-assisted and non-module learning in Scratch programming. 3.Genders differences in the performance of Scratch learning There is no significant gender difference in Scratch learning achievement test and levels of their completion of programming. 4.Genders differences in learning attitudes towards Scratch learning There is no significant gender difference in learning attitudes. Suggestions relevant to future study are made on teaching and research design in programming in elementary school. Keywords: Scratch, program module, program design, performance, learning attitude

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Chen, Kuang-Tsen, and 陳冠岑. "Learning Programming with Scratch and Its Relationship with Learners' Cognitive Styles." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/44063767179354947373.

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碩士
國立交通大學
理學院科技與數位學習學程
100
Scratch, a visual and block-based programming language software, makes programming easy to learn. Websites of Scratch program sharing provide further knowledge and a discussion platform for students. With deconstructing, combination, reconstruction and fine tuning, beginners learn the concepts of programming by imitating and recombination. This approach encourages autonomy and flexibility in learning programming. In this study, we collect data from 75 junior high school students for research by convenience sampling, and use Group Figure-Embedded Test (GFET) to measure the tendency of their cognitive style. We observe the learning process of the students in terms of their design strategy and program-solving behavior, evaluate their learning achievements based on a design tasks, as well as investigate the individual differences. Based on the result of experiment, our primary findings are as follows: a. Different cognitive styles show no relationship with design strategy. This may result from the fact that the students need only to modify others’ program. However, the learners with Field Dependence tendency usually use the Bottom-Up approach. b. The students with Field Dependence tendency express problem-solving behavior of deconstruction in programming, show higher frequency of breaking down modules and recombination, and find out more concepts of programming. c. Cognitive Styles have no relationship with learning achievements in program design of Scratch.

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KREJSA, Jan. "Výuka základů programování v prostředí Scratch." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-155437.

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The work deals with programming education on primary schools in Scratch programme. Investigation was carried out by questionnaire on primary school in theoretic part. The investigation shows the facts relating to teaching programming. Scratch is compared with Baltík and Imagine Logo, which are the most commonly used on primary schools. The work also includes an analysis of teaching materials that are available for teaching Scratch. Results of the analysis of teaching materials are shown in a graph. Procedure of teaching was made on the basis of this analysis. The procedure of teaching is divided into twelve subjects. Pupil sheet and guideline for teacher is created for each subject.

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Ho, Shiou-Mei, and 何秀美. "Integrating Creative Thinking Skills into Scratch Programming for the Fifth Grade Students." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/13019372355234969287.

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碩士
臺北市立教育大學
數學資訊教育學系數學資訊教育教學碩士學位班
98
The major purpose of this study is to investigate the effect of creative thinking skills approach and example-based strategy on the fifth grade students’ creativity in the Scratch programming course. In addition, this study aims to survey the difference of creativity, learning achievement and attitude between two strategies aforementioned, analyze the thinking process of the learners during constructing their Scratch programming works. This study adopted quasi experimental design to conduct a learning experiment for Scratch programming. The subjects are 5th grade students from 11 classes in Taipei city, and they were divided into experiment group (n=203) and control group (n=168). The experiment group accepted the teaching of creative thinking skills strategy, and the control group accepted the teaching of example-based strategy. The experiment lasted for one semester (17 weeks). So as to probe into the learners’ thinking process of Scratch programming, this study selected 18 students including low-achieved, middle-achieved, and high achieved learners. The instruments including Williams creative activity inventory, Williams creativity tendency scale, Scratch learning achievement test and Scratch learning attitude inventory were employed. The data collected were analyzed by independent t test, pair-wised t test, one-way ANCOVA, and descriptive statistical methods. The quality data, collected from paper-based work, video when the learners design their work, observation in class, interview, and Scratch works, were used for analyzing the students’ thinking process of Scratch programming. The results are depicted as follows: 1. This study designs some learning activities for Scratch programming on the basis of creative thinking skills strategy. In other words, this study adopted mind-mapping method to impart the divergent thinking approach to make the learners think more fluently, and also employed the eight-W approach and Mandala thinking method for teaching convergent thinking skills to make the students think more elaborately. 2. The creative thinking skills strategy can enhance the learners’openness, flexibility, elaboration and whole creative skill effectively; The example-based strategy can promote the student’s flexibility. The experiment group significantly outperforms than the control group on originality, elaboration and whole creative skill. 3. However, the control group performs better than the experiment group on the program analysis of programming achievement test. In addition, the control group shows more positive attitudes towards the Scratch programming than the experiment group, especially on the subscale of satisfaction, interest, usefulness, confidence. 4. For the Scratch work design and flow plan, the high achieved learners showed continuous and fluent thinking process, on the hand, the middle-achieved and low-achieved learners show stuck and inefficient thinking process. 5. On the Scratch programming skills and application, the high achieved learners have the tendency to design the game-based works, but they encounter the logical conflict for timer and scoring sequence control; For the broadcast control in the Scratch, the high achieved learners have higher ability to handle the programming bug than the middle achieved and low-achieved learners.

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陳經燁. "A Multi-Case Study on Parent-Child Collaboration in Learning Scratch Programming." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/58104381134581618763.

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碩士
國立臺灣師範大學
資訊教育學系
100
A multi-case study approach was used in this research to investigate parent-child interactions while they learned to solve Scratch programming problems together, how the co-learning process influenced children’s performance when they were required to solve problems alone, whether the participants enjoyed co-learning, and how they thought of Scratch as a language for elementary school students. Three parent-child pairs participated voluntarily in this research. The three children were in their fifth or sixth grade. During the three days when the participants learned to program in Scratch, each parent-child pair did 12 projects collaboratively. The three children were then asked to complete two projects alone for the purpose of performance assessment. The interactions between each parent-child pair while they solve problems together were observed and screen-capture software was used to record their program development process. The participants were also interviewed individually at the end of the course. The results revealed that the parents tended to guide their children step by step toward completion of a project even though their computer experience was rather limited and none of them had learned Scratch programming before, and all three children relied heavily on their parents for guidance and support. Rarely did exchange of problem-solving ideas or sharing of learning experience occur in any parent/child pair. Consequently, the three children’s problem-solving performance was influenced by how they had been guided by their parents. It was also observed that parents’ learning might have been relatively superficial since they seldom had the control of the computer to try their hands on writing Scratch programs themselves. All participants found Scratch programming interesting and suitable for elementary school students; moreover, all of them welcomed the opportunity of co-learning programming with their parents/children. However, some parents had reservations about co-learning again, fearing that co-learning might inadvertently encourage children’s reliance on them for learning.

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Hao, Guo Shih, and 郭士豪. "The Effects of Peer Tutoring on Scratch Programming Learning for Elementary Students." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/22406394862996922916.

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碩士
臺北市立教育大學
數學資訊教育學系數學資訊教育教學碩士學位班
99
The main purpose of this study is to investigate the learning effects of Scratch programming under different teaching approaches including peer tutoring strategy and general pedagogy. Further, this study explores the difference of learning performance by using gender, general learning self-efficacy, computer attitude as independent variables. This study adopts quasi-experiment design to conduct an experiment of Scratch programming learning. The subjects are 147 sixth grade students from six classes in Taipei city, and they are divided into experimental group (n=73, 42 males, 31 females) and control group (n=74, 38 males, 36 females). The experimental group learns Scratch programming under peer tutoring strategy, while the control group accepts general teaching. Both groups accept the same learning stages including preparation stage, game-design learning stage, and project stage. The experiment lasts for 7 months. The instruments including computer attitude inventory, general self-efficacy, Scratch flow experience, Scratch learning self-efficacy, Scratch achievement test are used for measuring the programming effects. In addition, this study uses interviewing approach for grasping the students’ learning portfolio and attitudes toward Scratch learning. The major findings are shown as follows: 1.There are not significant difference between experiment group and control group on Scratch achievement test, flow experience, self-efficacy, and work scores. 2.Male learners perform better than female learners on Scratch flow experience, self-efficacy and attitudes. Nevertheless, there is not significant difference between different gender on Scratch achievement test and work scores. 3.The learners with different computer attitudes perform significant learning effect including Scratch learning attitudes, flow experience, self-efficacy, and work scores (high attitude> middle attitude>low attitude). But, there is not significant difference between different computer attitudes on Scratch achievement test. 4.The learners with different learning self-efficacy perform significant learning effect including Scratch learning attitudes, flow experience, Scratch learning self-efficacy, and work scores (high self-efficacy> middle self-efficacy >low self-efficacy). But, there is not significant difference between different learning self-efficacy on Scratch achievement test. 5.The learners’ Scratch achievement is promoted through game-design project significantly. Nevertheless, Scratch learning flow and self-efficacy decrease due to the students’ deficient game-design ability and immature cognition state. 6.There is an increasing tendency for the student number of entering into flow area, but little part of excellent learners feel boring about simple Scratch works. When project is launched, the number of boring area decrease and the number of anxiety area increase. Through observation and interviewing, the elementary students have not enough ability to finish their project, on the other hand, they need to be guided step by step or are offered more scaffoldings. Keywords: Scratch; Programming; peer-tutoring; self-efficacy; flow; computer attitude; learning achievement.

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HUANG, YU-SHAN, and 黃鈺珊. "A Study of Cooperative Learning on Scratch Programming for Fifth Graders’ Learning Effects." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/f99933.

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碩士
國立臺北教育大學
資訊科學系碩士班
105
Applying cooperative learning approach and traditional lecture approach to the Scratch courses, this study aims to explore the two approaches’ influence on the fifth grade students in terms of learning effectiveness and cooperative learning attitude. Based on the research results, this research proposes ways to improve teachers’ teaching strategy. In this study, the subjects were fifth-grade students of five classes from an elementary school. The research instruments included the Scratch programming, Scratch learning achievement tests-preceding, Scratch learning achievement tests-afterward, student group cooperative learning questionnaire. After the teaching experiment was completed, the data were analyzed. The results are cooperative learning teaching method and didactic teaching method, two kinds of teaching can really improve the students' learning achievement. For Progress Results, the effectiveness of cooperative learning is better than didactic teaching method. It is concluded that the cooperative learning method promotes on students' Scratch learning achievement significantly.

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He, Yin-Ting, and 何胤廷. "An Analysis of the Effects of Using Guiding Worksheets in Scratch Programming Instruction." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/99551617496894398940.

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碩士
國立臺灣師範大學
資訊教育學系
101
A quasi-experiment involving 115 sixth graders was used in this study to investigate if the use of guiding worksheets would improve the effectiveness of learning Scratch programming. Fifty-nine students from two intact classes were assigned to the experimental group and 56 from the other two classes to the control group. All participants used the same Scratch projects designed by the researcher to learn the fundamental Scratch commands and the process of how to implement a Scratch project. However, each student in the experimental group was required to fill out a worksheet which contained a sequence of questions intended to enhance students’ understanding of the Scratch commands to be used in a specific project and, furthermore, to guide the students through the problem-solving process; in contrast, students in the control group received traditional instruction in which the instructor explained the same Scratch commands orally and demonstrated the problem-solving process by broadcasting her screen to student computers. All students took a test at the completion of each project. Each test included two parts: the written part contained multiple-choice questions to assess students’ comprehension of the Scratch commands they had just learned, whereas the programming part required students to apply those commands in implementing a designated project. Seven sets of test scores were collected during the 14-week period of the experiment. A statistical analysis of the test scores showed that the experimental group significantly outperformed the control group in all seven written tests and six out of the seven programming tests. In addition, the questionnaire survey, which was administered to students in the experimental group at the end of the experiment, revealed that the majority of students considered the guiding worksheets useful in helping them to learn Scratch programming more effectively.

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Su, Yu-Sheng, and 蘇育生. "Investigating the Role of Computer-Supported Annotation in Problem-based Programming Teaching: A Case Study of Scratch Programming Course." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/42204742136427768193.

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博士
國立中央大學
資訊工程研究所
98
A limitation of current Scratch programming teaching is the restricted ability of students to help them annotate online materials or Scratch programming errors and obtain other peer’s assistance. This study developed an Annotation-based Programming aSsisted system (APS) which is able to help learners easily annotate their programs with comments asking for assistance. The objectives of this study are three-fold: (1) to investigate the effects of programming instruction modes and instructional tools on learning performance; (2) to understand students’ perceived attitudes toward the use of the APS system; and (3) to understand students in four groups view Scratch programming learning activities. A quasi-experimental was conducted with four classes of sixth-graders participated in the research for nine consecutive weeks. The analytical results of covariance showed a significantly interaction between programming instruction modes and instructional tools and its influence on learning performance. As for learning performance, the annotation supported problem-solving based instruction group outperformed other groups. The results of the questionnaire demonstrated that students were satisfied with the use of the APS system for helping them with annotating their materials or programming errors, obtaining assistance and asking questions. On completion of this course, the results of the in-depth interviews reported the APS system in the problem-solving based instruction approach enhances the development of students’ cognitive skills.

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HOLEČKOVÁ, Kristýna. "Výuka programování ve Scratch zaměřená na vytváření pojmů." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-316611.

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The focus of this diploma thesis is to create a set of short tasks for teaching programming at primary schools focused on Scratch programming enviroment. Those taks should help students to deeply understand of particular term, functions and syntax of commands. Also this set will contain tasks focused on particular term but with different approach of learning the term. First I chose some of the key concepts of teaching programming for 2nd grade primary school. For each set and task I had to set which term will the task be focused on and how the task will accomplish students key learing preferences which is important for learning students. Those task has been developed based on this learning preferences. Diploma thesis is divided into two parts, practical and theoretical part. Theoretical part contains the theoretical starting points from the field of conceptual design and constructivist approach to teaching and consequently contains description of all task including students developing competenses. This part also contain manual for teachers containing pcinipal, core and correct solution of the tasks all described in detail with highlights of important parts for teacher to carefully focuse on. The second and practical part of the diploma theses contains sets of tasks which have been directly tested in teaching on primary school and have been edited during this testing period of time.

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Chang, Kuei-Nei, and 鄭貴內. "The Effect of Scratch Jr Programming on the Third Grade Students' Logical Reasoning Ability." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/35370671477621972708.

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碩士
國立雲林科技大學
資訊管理系
104
This thesis evaluates the influence of a programming and design course, utilizing Scratch Jr. software, on third grade students’ logical reasoning abilities. This study evaluates differences in students’ logical reasoning between the pretest and posttest and any correlations with the results of a learning attitude questionnaire. The results are as follows: First, significant differences between the experimental and control groups were found for one category of logical reasoning ability, hypothetical proposition, while no differences were found for the remaining categories. Second, analysis of variance revealed significant differences between low-achieving students in the experimental and control group for the logical reasoning category of first-order logic, with no significant differences found on the remaining categories or the total score. However, on average, the experimental group performed better than the control group, albeit at a non-significant level. Third, analysis of variance revealed significant differences between high-achieving students in the experimental and control group for the logical reasoning category of hypothetical proposition, with no significant differences found on the remaining categories or the total score. However, on average, the experimental group performed better than the control group, albeit at a non-significant level. Fourth, analysis of variance found no significant differences among small groups for the experimental class in any category of the Logical Reasoning Test. However, it was discovered that the third group, consisting of only female students, demonstrated a decline in scores between the pretest and posttest, while the first group, consisting only of boys, demonstrated the greatest progress. Thus, gender may have played a role in this experiment. Fifth, a statistically significant and positive moderate correlation was found between learning attitude and logical reasoning ability, suggesting that positive learning attitude may lead to improved performance in logical reasoning.

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Νικολός, Δημήτριος. "Ταυτόχρονα περιβάλλοντα προγραμματισμού : διδακτικές προσεγγίσεις." Thesis, 2010. http://nemertes.lis.upatras.gr/jspui/handle/10889/3633.

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Η γλώσσα προγραμματισμού Scratch είναι ιδανική για την εισαγωγή στον προγραμματισμό. Η νέα αυτή γλώσσα ανήκει στο παράδειγμα του ταυτόχρονου προγραμματισμού. Στην εργασία αυτή περιγράφεται η σχεδίαση και η αξιολόγηση ενός εξαμηνιαίου μαθήματος για την εκμάθηση της Scratch με σκοπό αφενός να μελετηθεί ο τρόπος με τον οποίο οι αρχάριοι προγραμματιστές προσεγγίζουν το θέμα του συγχρονισμού και αφετέρου να διατυπωθούν προτάσεις για τη βελτίωση του μαθήματος. Η μεθοδολογία που εφαρμόστηκε είναι βασισμένη σε σχεδιασμό ερευνητική μεθοδολογία.
Scratch programming language is ideal for introductory programming courses. This new language follows the concurrent programming paradigm. Ιn the thesis the design and evaluation of a course for learning programming with Scratch is described. The approach that beginners programmers use for the necessary synchronization is studied and a new proposal for the laboratory course is presented. The design based research methodology is followed.

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Tseng, Shung-sheng, and 曾聖鴻. "A Study of the Visual Thinking Strategy for Elementary School Students on Scratch Computer Programming." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/89112747239296382541.

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碩士
國立臺南大學
數位學習科技學系碩士班
100
This study aimed to investigate the effects of visual thinking strategy applications on elementary school sixth-graders’ problem solving abilities, Scratch learning achievements, and mathematics learning achievements. Further, the effects of genders, problem-solving strategy, and mathematics learning achievements on the learning of Scratch computer programming were also investigated. The results can help teachers improve their teaching strategies, and can provide future researchers with references. In this study, the researcher adopted the quasi-experimental designs, and the participants were from four sixth-grade classes in an elementary school in the east district in Tainan City. Among the four classes, two classes were taken as the experimental group, and the researcher used the visual thinking strategy to teach the students with Scratch computer programming. In addition, the other two classes were the control group, and the researcher adopted the didactic instruction to teach the students with Scratch. The research design put emphasis on the quantitative data analyses. The research instruments included the Scratch achievement tests and the pre- and post-tests of the new-edition problem-solving tests. The data in the above-mentioned tests were then analyzed to evaluate the participants’ learning effects. The results of this study are as follows: (1)The use of the visual thinking strategy was significantly better than the didactic instruction for the students’ problem-solving abilities. (2)The uses of different pedagogies in Scratch computer programming had no significant differences in the participants’ mathematic learning achievements. (3)The independent t-test results in the Scratch achievement tests showed that the participants in the experimental group had significantly better performance in Scratch computer programming than those in the control group. (4)For the students with different proficiency levels, the students with high and intermediate problem-solving abilities in the experimental group improved significantly more than those in the control group in their problem-solving abilities. (5)There were positive correlations between the participants’ mathematics abilities and their Scratch learning achievements; that is, the participants with better mathematics abilities did better in their Scratch performances. (6)The participants of different genders had no significant difference in their learning achievements after the use of Scratch computer programming.

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LIAO, WEI-CHI, and 廖韋綺. "Effects of Plugged and Unplugged Advanced Strategy on Programming Motivation, Scratch Achievement and Computational Thinking." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/5ptet5.

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碩士
國立臺北教育大學
數學暨資訊教育學系碩士班
107
The aim of this study was to examine the effects of plugged and unplugged advanced strategies on the elementary students’ programming motivation, Scratch achievement and the ability of computational thinking. A quasi-experimental design was adopted in this study. After removing invalid samples, the purposive sampling was executed to comprise 76 students from 4 sixth-grade classes of two elementary schools in Taipei city, who were randomly assigned to plugged and unplugged groups according to the original classes. Two different advanced strategies were used in different groups: “Minecraft Adventurer” course in Hour of Code was adopted for plugged group, and the unplugged group used programming board game “King of Pirate” as the unplugged advanced strategy. After that, all of participants were received the same creative course for Scratch. Both groups were conducted an eight-lessons teaching experiment for four weeks. A MANOVA and ANCOVA analysis were performed on the definitive test data. The findings of this study are as follows. First, the unplugged group performed significantly better than the plugged group in relevance and satisfaction of programming motivation. Second, the unplugged group significantly outperformed the plugged group in Scratch achievement. Third, the plugged group is significantly better than the unplugged group in the performance of computational thinking. At last, in the qualitative interviews, the participants of two groups mostly took a positive opinion of learning programming through the advanced strategy There were implications we can draw from this study. Since most participants had a positive attitude about plugged and unplugged advanced strategies as a introductory way for learning programming, this study recommended that comprehensive use with plugged and unplugged strategies, based on the prior knowledge and instructional objectives, in the programming instructional design should be more effective to promote learners’ motivation and achievement.

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Shih, I.-Ju, and 施怡如. "The Effect of Scratch Programming on the Seventh Graders’ Mathematics Abilities and Problem Solving Attitudes." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/75298488407282978910.

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碩士
臺北市立大學
資訊科學系碩士班
102
The main purpose of this study is to investigate the effect of Scratch programming course on 7th graders’ mathematical concepts achievement, logical reasoning abilities, and problem solving attitudes. In addition, the students’ learning attitudes toward Scratch and learning achievement will be analyzed. This study adopted one-group pretest-posttest design and conducted a learning experiment. The subjects are 161 seventh graders from five classes in Taipei city, and they accepted 12-week Scratch programming course. The instruments, including logical reasoning abilities test, Scratch learning achievement test, Scratch learning attitude questionnaire, are developed and employed for gathering qualitative data. This study conducted a semi-interview for grasping the students’ perception toward this course. The results reveal that: 1. Scratch programming learning has positive significant effects on 7th graders’ mathematical concepts achievement including internal angel of triangles and polygon shapes, Cartesian coordinate concept, and its total scores. 2. Scratch programming learning has positive significant effects on 7th graders’ logical reasoning abilities including conjunction reasoning, DeMorgan’s laws, first-order logic reasoning, and its total scores. 3. Scratch programming learning merely can affect the personal control of the students toward problem solving attitudes. 4. There are no significant difference between different computer attitude groups and divergent math achievement groups. 5. The high computer attitudes group significantly performs better on program analysis than middle and low computer attitudes groups. The high math achievement group significantly performs better on basic program concept and fill-in-the-blank test than middle and low math achievement groups.

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蕭信輝. "The Effects of Scratch Programming on Fifth Graders' Science Process Skills, Problem Solving Ability, and Metacognition." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/77614976966787226117.

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碩士
臺北市立教育大學
數學資訊教育學系數學資訊教育教學碩士學位班
98
This research aims to explore the effect of Scratch programming on the fifth grade students’ science process skill, problem-solving ability, and meta-cognition. This research adopts quasi-experiment design to conduct a learning experiment. The subjects are 350 from 12 classes in Taipei city, and they are divided into experiment group (N=178) and control group (N=172). The experiment group accepted Scratch programming learning, while the control group accepted the Gimp image processing course. The instruments was employed for measuring the learners’ abilities and attitude, including science process skill scale, problem-solving ability test, meta-cognition scale, Felder-Silverman learning style inventory, and Scratch learning attitude questionnaire . In addition, the quality data were collected by semi-structured interview and in-class observation. The learning experiment lasted for 16 weeks for both groups. The results are depicted as follows: 1. The Scratch programming has significant influence on the learners’ science process skills as a whole. The eight basic science process skills of the learners including observation, classification, application of time and space relation, and prediction skills were obviously enhanced. The students’ five integrated process skills including hypothesis making, factor manipulation, and operative definition were significantly promoted after the Scratch programming learning. 2. The Scratch programming considerably affects students’ problem-solving ability in both the problem-solving process and problem-solving emotion. 3. The Scratch programming has no significant influence in meta-cognition including supervising, regulating, or evaluation activity. 4. After Scratch programming, there are insignificant discrepancy between groups of different learning styles in science progress skill, problem-solving ability, and meta-cognition. 5. The experiment show positive attitudes toward Scratch programming, especially the usefulness perception. Despite that they feel somewhat anxious and not confident enough, they are willing to learn more about Scratch if the learning time allowed.

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Zhang, Chun-Chieh, and 張俊傑. "The Design and Development of Scratch Programming Language for "Cartesian Coordinate System" and "line equation" Course." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/07194445437363350611.

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碩士
淡江大學
教育科技學系數位學習在職專班
100
The aim of the study is to design and construct a teaching material for learning the mathematical Scratch Programming Language developed specific for junior high school students. Design-Based Research was used as the research theory and the basis of teaching material development. By utilizing seventh graders’ mathematics lessons, students were guided to use the Visualization Tool Scratch Programming Language. Through the problem-solving based learning process, it ignited students’ learning motivations as well as increased learning effectiveness. As the theme of the developed material integrates with “Cartesian Coordinate System” and “Linear Equation” of seventh graders’ Mathematics curriculum, it did not only enable students to enjoy the fun of designing IT programming language, but also repetitively revise, test and verify the mathematical concepts of “Cartesian Coordinate System” and “Linear Equation”, which were often considered difficult for students to grasp, during the learning process. Experimental teaching sessions were carried out for this particular teaching material, and conclusions are listed as below: 1. Students had Scratch integrated in their mathematics curriculum performed better in their learning achievement test compared to students in the control group. 2. Students had Scratch integrated in their mathematics curriculum performed better in their learning achievement procrastinated test compared to students in the control group. 3. Positive feedbacks were received from students on the integration of Scratch in their mathematics curriculum.

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Chen, Chia-Hui, and 陳嘉慧. "A Study on the Effectiveness of Applying ADDIE in Scratch Programming Instruction in the Elementary School." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/6m822b.

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碩士
健行科技大學
資訊管理系碩士班
105
The purpose of this study is to design computer class based on ADDIE model for 15 weeks in the 5th grade of one elementary school. The teachers proceed programming language teaching and apply Google Classroom to manage. The teaching effectiveness is evaluated by students’ learning motivation, learning attitude scale, project performance, teachers’ evaluation logs and semi-structural interviews from the students. The targets are 3 classes in the 5th grade of one elementary school in Taoyuan City. There are 82 students and 3 teachers from the Scratch learning community. Learning motivation for computer class is examined and reexamined before and after the lessons. Questionnaires on Scratch’s learning attitude are also done. Moreover, teachers evaluate students’ work by assigning homework for each unit. One student from each low, intermediate and advance group is selected for semi-structural interview to triangulate qualitative data analysis and quantitative data analysis. The study shows that learners’ learning motivation in computer class make significant differences after taking Scratch programming instruction. Parents’ support for using computers has no major connection to students’ learning motivation in computer class. Most of the learners have a positive attitude in learning Scratch. According to the learning attitude’s scale, anxiety and project performance has negative connection. Preferences and project performance has obvious positive connections. ADDIE model and Google Classroom helps the scratch programming instruction in the elementary school.

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Lin, Tu-Min, and 林督閔. "Effects of Teachback Method on Elementary School 6th Grade Students’Learning Achievement and Attitude of Scratch Programming." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/9q8497.

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碩士
國立清華大學
人力資源與數位學習科技研究所
106
This study aims to explore the effect of utilizing teachback method, which is one of cooperative learning approaches, on sixth graders’ learning achievement and attitude of Scratch programming course. A quasi-experimental research method was adopted. In the study, the subjects were fourty-four students, from two sixth-grade classes at an elementary school in Eastern District, Tainan City. A pre-and post-test design was used. In the experimental group, the class adopted the teachback teaching strategy, high and low achievement students were in pairs. In the control group, the class adopted the traditional lecture approach and was not divided into groups. The research instruments included the Scratch learning achievement test, Scratch learning attitude scale, Scratch flowchart worksheet. After the class was over, besides analyzing quantitative data, also using interviews data to do qualitative analysis is selected. The findings are as follows: 1.Utilizing teachback method to support cooperative learning could significantly promote students’ Scratch course learning achievement. 2.Utilizing teachback method to support cooperative learning could have positive influence on students’ Scratch course learning attitude. Finally, based on the class observation and study findings, suggestions are proposed for future studies.

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HSU, TING-YU, and 許庭瑜. "The effects of utilizing Scratch and fChart programming assistance tools on students’ learning performances and attitude." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/63943134021439425803.

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碩士
國立高雄師範大學
軟體工程與管理學系
104
Programming is an important lesson, but students often face learning obstacles due to abstract programming concepts. As a result, the research focuses on the effects on students’ learning performances and learning attitudes towards programming when utilizing programming assistance tools, Scratch and fChart. The research applied quasi-experiment. Seventy senior high school first grader majoring programming from two class participated the experiments, and each represented experimental group and control group. The experimental group took Scratch and fChart as course warm up whereas the control group took the traditional flow charts before the lecture. After the warm up, they formally entered programming learning via VB. A wide range of research methods, performance tests, learning questionnaires, after-class interviews, were used to gain the result of effects on students’ learning performances and learning attitudes towards programming. It is revealed in the research that the effects are better on senior high students’ learning performances, self-confidence and abstract thinking ability in teaching programming for experimental group than control group; besides, in interviews after class, students generally looked Scratch as an easy way to learn and it did arouse their interests, whereas fChart was more complicated to use but easier for them to observe the operation of the programming

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Svoboda, Milan. "Rozvoj algoritmického myšlení žáků ZŠ ve výuce informaticky zaměřených předmětů s využitím SCRATCH." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-390475.

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The diploma thesis deals with problems of algorithmization and programming at elementary schools. It examines the influence of teaching the basics of programming in Scratch on the development of pupils' algorithmic thinking and their ability to develop logical thinking and problem solving. The theoretical part deals with the definition of related concepts and the relation of programming to the key competencies defined by the RVP ZV. The practical part evaluates the experience with the teaching of pupils of the 5th and 6th grades of elementary school within the pedagogical experiment, whose aim was to study the influence of teaching with the use of the visual programming language Scratch on the development of pupils' algorithmic thinking.

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