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Journal articles on the topic 'Scratch programming'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Yildiz, Serife Nur, Alev Ates Cobanoglu, and Tarik Kisla. "Development of the ICT Teachers’ Perceptions of the Contribution of Scratch Program to Programming Instruction Scale." International Journal of Computer Science Education in Schools 4, no. 1 (August 14, 2020): 53–71. http://dx.doi.org/10.21585/ijcses.v4i1.59.

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Scratch which is one of the block-based software for facilitating programming teaching is commonly used for beginners of learning programming. However, there is a lack of studies about the perceptions of information and communication technologies (ICT) teachers regarding the contributions of this visual programming language. Therefore, this study deals with developing a scale for measuring ICT teachers’ perceptions based on unified theory of acceptance and use of technology (UTAUT) about Scratch’s contributions in teaching programming. The sample of the study includes 265 ICT teachers from Turkish Ministry of National Education (MoNE) secondary schools who used Scratch software in their courses. According to exploratory and confirmatory factor analyses results, final version for perceptions scale of ICT teachers regarding the contributions of block-based visual programming language (Scratch) includes 28 items. The Cronbach Alpha coefficient is 0.97. This scale can help the practitioners who aims at understanding the contributions of Scratch and the other block-based visual programming languages from ICT teachers’ perspective; the researchers who wish to investigate this contribution according to various variables and the decision-makers of using Scratch in programming instruction programs.

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Iskrenovic-Momcilovic, Olivera. "Pair programming with scratch." Education and Information Technologies 24, no. 5 (April 8, 2019): 2943–52. http://dx.doi.org/10.1007/s10639-019-09905-3.

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Chun, Seok-Ju, Yunju Jo, and Seungmee Lee. "The Effect of Programming Classes with Tangible Scratch Blocks on the Programming Interest of 6th Grade Elementary School Students." International Journal of Information and Education Technology 11, no. 9 (2021): 405–9. http://dx.doi.org/10.18178/ijiet.2021.11.9.1542.

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In this paper, we introduce an original, classroom-based approach for teaching Scratch programming to 6th grade elementary school students. Scratch is a programming language that involves assembling icon-based command blocks. It was designed to avoid the complex syntax errors seen in other programming languages, making it especially accessible for younger learners. While Scratch does provide a visual programming environment in which potentially just about anyone can learn to read and write programming code, there can still be a reduced overall interest in learning programming, because younger learners in particular can find it difficult to intuitively understand or be stimulated by abstract concepts of programming such as sequences, conditions, and repetition, which are present in Scratch. Our research involves the development of a tangible, electronic block system that allows students to manipulate physical objects with their hands to perform programming tasks. The system consists of a Scratch simulator and physical, Scratch electronic blocks embodying Scratch user interface shapes. We devised and delivered a programming course to 6th grade Korean elementary school students using our block system. The results are encouraging.

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Armoni, Michal, Orni Meerbaum-Salant, and Mordechai Ben-Ari. "From Scratch to “Real” Programming." ACM Transactions on Computing Education 14, no. 4 (February 24, 2015): 1–15. http://dx.doi.org/10.1145/2677087.

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Hansun, Seng. "Scratch Pemrograman Visual untuk Semuanya." Jurnal ULTIMA InfoSys 5, no. 1 (June 1, 2014): 41–48. http://dx.doi.org/10.31937/si.v5i1.218.

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In this modern era, the need to have a more tinkerable, more meaningful, and more social programming language has arisen. One of the programming environments that catch up with this issue is Scratch. In this paper, the author tries to explain Scratch as a visual programming language, its’ basic concepts, and its’ implementations. As an example, one interactive game that has been built using Scratch is shown at the end of this paper. Index terms - game, Scratch, visual programming.

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Lazebna, Nataliia, Yuliya Fedorova, and Mariia Kuznetsova. "SCRATCH LANGUAGE OF PROGRAMMING VS ENGLISH LANGUAGE: COMPARING MATHEMATICAL AND LINGUISTIC FEATURES." EUREKA: Physics and Engineering 6 (November 30, 2019): 34–42. http://dx.doi.org/10.21303/2461-4262.2019.00982.

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This paper focuses on Scratch language of programming and traces its math and linguistic features. From a complex consideration about Scratch language programming in linguistic paradigm, focusing on structural, semantic and syntactic features and logic of its narration, this research attempts to clarify specifics of the language and correlate it with the English language features. Global integration of ideas and sciences underline the crucial importance of programming and language conglomerate. Human-computer interfaces, software systems, and development of various programming languages depend on well-balanced structure, shape, logic, and appearance of the actual code. Dynamic characteristics of the Scratch programming environment sustain the creation of interactive and media-rich projects. Ad expansion of Scratch for mediation of animated stories, music videos, science projects, tutorials, and other contents necessitates multifaceted analysis of this programming environment and evokes the interest of researching Scratch from the math and linguistic perspective as one possible projection on various aspects of the considered programming language.

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Jo, Yunju, Seok-Ju Chun, and Jungwoo Ryoo. "Tactile Scratch Electronic Block System: Expanding Opportunities for Younger Children to Learn Programming." International Journal of Information and Education Technology 11, no. 7 (2021): 319–23. http://dx.doi.org/10.18178/ijiet.2021.11.7.1529.

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This paper introduces our work on the development of a novel system for applying MIT’s Scratch to teaching classes of four to eight-years-old students. Scratch is a visual, block-based programming language designed for anybody to create a computer program without the worry of syntax errors by assembling icon-like command blocks. However, four to eight-year-old students have trouble using a computer mouse or keyboard and face difficulties when trying Scratch programming. This research developed a tactile, electronic block system that allows students to manipulate physical objects in a tangible way to conduct their programming tasks. The system consists of a Scratch simulator and physical, electronic blocks embodying the Scratch user interface shapes. We taught programming to the classes of second-grade elementary school students (eight-years-old) using our system. The results are encouraging. Our subjects’ interest in programming improved from 3.23 to 4.0 out of the scale of 5, and fifteen students out of twenty five were able to solve nine questions on sequence, loop, and control structure successfully, which are fundamental concepts of programming.

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Balouktsis, Ioannis. "Learning Renewable Energy by Scratch Programming." Επιστημονική Επετηρίδα Παιδαγωγικού Τμήματος Νηπιαγωγών Πανεπιστημίου Ιωαννίνων 9, no. 1 (September 12, 2016): 129. http://dx.doi.org/10.12681/jret.8916.

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Muñoz, Roberto, Thiago Barcelos, Rodolfo Villarroel, and Ismar Frango Silveira. "Using Scratch to Support Programming Fundamentals." International Journal on Computational Thinking (IJCThink) 1, no. 1 (October 9, 2017): 68. http://dx.doi.org/10.14210/ijcthink.v1.n1.p68.

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Gruenbaum, Peter. "Undergraduates Teach Game Programming Using Scratch." Computer 47, no. 2 (February 2014): 82–84. http://dx.doi.org/10.1109/mc.2014.49.

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Germia, Erell, and Nicole Panorkou. "Using Scratch Programming to Explore Coordinates." Mathematics Teacher: Learning and Teaching PK-12 113, no. 4 (April 2020): 293–300. http://dx.doi.org/10.5951/mtlt.2018.0032.

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We present a Scratch task we designed and implemented for teaching and learning coordinates in a dynamic and engaging way. We use the 5Es framework to describe the students' interactions with the task and offer suggestions of how other teachers may adopt it to successfully implement Scratch tasks.

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Maloney, John, Mitchel Resnick, Natalie Rusk, Brian Silverman, and Evelyn Eastmond. "The Scratch Programming Language and Environment." ACM Transactions on Computing Education 10, no. 4 (November 2010): 1–15. http://dx.doi.org/10.1145/1868358.1868363.

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Jo, Yunju, and Seok-Ju Chun. "Programming education using Scratch electronic blocks." Journal of The Korean Association of Information Education 24, no. 6 (December 31, 2020): 529–37. http://dx.doi.org/10.14352/jkaie.2020.24.6.529.

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Hagge, Julia. "Scratching Beyond the Surface of Literacy: Programming for Early Adolescent Gifted Students." Gifted Child Today 40, no. 3 (June 21, 2017): 154–62. http://dx.doi.org/10.1177/1076217517707233.

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Digital technology offers new possibilities for children to play, express themselves, learn, and communicate. A recent development in online practice is a shift toward youth engaged in computer programming online communities. Programming is argued to be the new literacy of the millennium. In this article, I examine the use of Scratch, an online programming community, as a means to support digital literacy for early adolescent gifted, talented, and creative students. In addition, I share the experiences of an early adolescent gifted student with Scratch and consider the use of Scratch to promote interdisciplinary curricular concepts.

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Sáez-López, José Manuel, Javier del Olmo-Muñoz, José Antonio González-Calero, and Ramón Cózar-Gutiérrez. "Exploring the Effect of Training in Visual Block Programming for Preservice Teachers." Multimodal Technologies and Interaction 4, no. 3 (September 12, 2020): 65. http://dx.doi.org/10.3390/mti4030065.

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This study evaluates the effectiveness of visual block programming-based instruction and its possibilities in the training of future teachers. In particular, the application Scratch, a visual programming environment, was employed to introduce pre-service teachers to programming. The study followed a mixed-method design with a sample of 79 pre-service teachers. A quantitative approach was used to evaluate the gains in the participants’ knowledge of computational concepts and attitudes towards Scratch as a pedagogic tool. A qualitative analysis aimed at evaluating the participants’ knowledge concerning programming applications, and their perception about possible difficulties in the implementation of programming in educational contexts. Positive results were obtained for programming in the classroom, with significant improvements in innovation, collaboration, active learning, motivation, and fun for the students. After the experiment, the subjects highlighted Scratch as a fundamental block programming tool and the need for teacher training in this field. The need to improve the implementation of visual block programming in Education Degree curricula is supported.

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Simpkins, N. K. "I Scratch and Sense But Can I Program?" International Journal of Information and Communication Technology Education 10, no. 3 (July 2014): 87–116. http://dx.doi.org/10.4018/ijicte.2014070107.

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This article reports an investigation into undergraduate student experiences and views of a visual or ‘blocks' based programming language and its environment. An additional and central aspect of this enquiry is to substantiate the perceived degree of transferability of programming skills learnt within the visual environment to a typical mainstream textual language. Undergraduate students were given programming activities and examples covering four basic programming concepts based on the Sense programming language which is intended to simplify programming. Sense programming statements are represented by blocks which only fit together in ways that produce a meaningful syntactic outcome, which may lower the cognitive barrier to learning. Students were also presented with concepts represented using an equivalent textual construct and asked to consider their understanding of these based on the graphical cases. They were finally asked to complete a short online survey. This paper presents the programming activities, the survey and an analysis of the results.

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Arantes, Flávia Linhalis, José Michael Leandro da Silva Ferreira, and Paula Eduarda Justino Ribeiro. "Scratch – um primeiro olhar." Texto Livre: Linguagem e Tecnologia 8, no. 2 (December 16, 2015): 137–52. http://dx.doi.org/10.17851/1983-3652.8.2.137-152.

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RESUMO: Neste artigo, relatamos a atividade “Scratch, um primeiro olhar”, realizada com o objetivo de registrar as impressões e as respostas dos alunos ao olhar pela primeira vez para programas em Scratch. Apresentamos uma revisão sobre a caracterização da linguagem e do ambiente do Scratch, procurando identificar o que um aluno que nunca teve contato com programação pode usar para extrair informações dos programas. Diferente de outros trabalhos na literatura, destacamos o fato de os comandos serem escritos na língua materna dos alunos como um elemento grandemente facilitador para o entendimento dos mesmos por parte dos iniciantes. Os resultados dos experimentos mostram que a capacidade de leitura dos programas é uma grande aliada no entendimento daqueles que nunca programaram.PALAVRAS-CHAVE: Scratch; iniciantes em programação; linguagem de programação. ABSTRACT:In this paper, we report the “Scratch, a first glance” activity, conducted with the aim of registering the impressions and the responses of students when they looked for the first time to Scratch programs. We present a review on the characterization of Scratch language and environment, trying to identify what a student who never had contact with programming can use to extract information from the programs. Different from other works in literature, we highlight the commands written in the mother tongue of the students as a great facilitator to the understanding of the programs by the beginners. The results of the experiments show that the ability to read the programs is of great importance in the understanding from those who never had previous contact with programming.KEYWORDS: Scratch; beginners in programming; programming language.

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Bagulaya-Abogaa, Jennifer. "Beginners Learned Competencies in Scratch 2.0 Programming." International Journal of Computer Applications 172, no. 4 (August 17, 2017): 48–51. http://dx.doi.org/10.5120/ijca2017915137.

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Cetin, Ibrahim. "Preservice Teachers’ Introduction to Computing." Journal of Educational Computing Research 54, no. 7 (July 26, 2016): 997–1021. http://dx.doi.org/10.1177/0735633116642774.

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Computational thinking has been gaining new impetus in the academic community and in K-12 level education. Scratch is a visual programming environment that can be utilized to teach and learn introductory computing concepts. There are some studies investigating the effectiveness of Scratch for K-12 level education. However, studies that have been conducted at the collegiate level, especially in the context of preservice computing teacher education, are very rare. The present study aimed to investigate the effect of Scratch-based instruction on preservice teachers’ understanding of basic programming concepts and their attitudes toward programming. In the present study, a mixed method design was utilized. In the first phase of the study, the data were collected using an achievement test, a practice test, and a computer programming attitude scale. In the second phase of the study, data were collected through a semistructured interview. The results of the study indicated that preservice teachers in Scratch-based instruction had significantly better understanding of basic computing concepts. Qualitative data indicated that Scratch-based instruction was useful in constructing a more meaningful learning environment for preservice teachers. The results of this study have implications for researchers and preservice computing teacher educators when designing an introductory computing course.

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Ouahbi, Ibrahim, Fatiha Kaddari, Hassane Darhmaoui, Abdelrhani Elachqar, and Soufiane Lahmine. "Learning Basic Programming Concepts by Creating Games with Scratch Programming Environment." Procedia - Social and Behavioral Sciences 191 (June 2015): 1479–82. http://dx.doi.org/10.1016/j.sbspro.2015.04.224.

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Cárdenas-Cobo, Jesennia, Amilkar Puris, Pavel Novoa-Hernández, Águeda Parra-Jiménez, Jesús Moreno-León, and David Benavides. "Using Scratch to Improve Learning Programming in College Students: A Positive Experience from a Non-WEIRD Country." Electronics 10, no. 10 (May 15, 2021): 1180. http://dx.doi.org/10.3390/electronics10101180.

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Teaching computer programming is a real challenge in the State University of Milagro (UNEMI), located in one of the least-developed zones in Ecuador, a non-WEIRD country (WEIRD stands for Western, Educated, Industrialized, Rich and Democratic). Despite the application of various learning strategies, the historical pass rate does not exceed 43%. To solve this problem, we have relied on visual programming languages, specifically Scratch. Scratch is an open source software to learn programming that has a strong assumption of the benefits of community work. A quasi-experiment conducted with 74 undergraduate students during the first semester of CS showed that: (1) Both groups (control and experimental) are homogeneous in terms of their demographic characteristics, previous academic performance and motivation (expectations) concerning the course; (2) Scratch is strongly accepted by students in the experimental group and concerning the learning process, both groups showed similar levels of satisfaction; (3) the experimental group showed a pass rate four times higher than the control group; (4) in general, student success is associated with having learned programming with Scratch. While limited, our results are an important step in our road to improve the learning of programming in a low social status area of Ecuador.

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Hansun, Seng. "Rancang Bangun Permainan Interaktif dengan Scratch." Jurnal ULTIMATICS 6, no. 1 (June 1, 2014): 40–45. http://dx.doi.org/10.31937/ti.v6i1.332.

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Scratch is a programming language and an online community where people can program and share interactive media, such as stories, games, and animation. In this paper, the author tries to use Scratch in designing and building an interactive game, called Swimming Fish. The project has been done completely and shared to all people through Scratch website. Index terms—game, interactive, project, Scratch, swimming fish

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Hagge, Julia. "Easter eggs and semiotic cues: embedded meaning as early adolescents engage in programming-as-writing." English Teaching: Practice & Critique 20, no. 3 (August 17, 2021): 368–84. http://dx.doi.org/10.1108/etpc-07-2020-0077.

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Purpose The purpose of this paper is to examine the ways in which early adolescent programmers embed meaning in their digital media created within an online programming community called Scratch. Design/methodology/approach The author completed an 18-month descriptive case study with 5 early adolescent participants. The research design included a multimodal analytic analysis of participant artifacts and inductive analysis of semi-structured interviews and transcription frames. Findings Participants embedded meaning to achieve four primary purposes, namely, to guide visitors through exhibits, to story, to engage in conversation and to game. To achieve each goal, the participants embedded unique semantic cues within specific Scratch structures. Research limitations/implications Questions for how researchers in literacy and learning can further explore meaning-making within programming-as-writing are suggested. Practical implications Connections to the supportive structures within Scratch are discussed in the context of programming-as-writing. Considerations regarding the use of Scratch to promote programming-as-writing are provided for educators. Originality/value The findings in this study provide an introductory step toward an enhanced understanding of the ways in which youth embed meaning into digital media as they engage in programming-as-writing. Although coding has been researched within the context of computer science, the use of coding in multimodal composition should be explored as it relates to literacy practices.

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Davoyan, Irina. "Possibilities of Using the Scratch Programming Environment at the First Stage of School Education (to the Problem Statement)." Primary Education 8, no. 5 (October 30, 2020): 30–32. http://dx.doi.org/10.12737/1998-0728-2020-30-32.

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The article discusses approaches to the use of the Scrath programming environment in the educational process of primary school. The methodological manuals of S.N. Tur, T.P. Bokuchava, O. N. Burtaeva, describing the methodology for teaching programming, and various educational programming environments: LightBot, Little Wizzard, RoboMind. The possibilities that open up when using the Scrath programming environment in solving the problems of forming information literacy of younger students, organizing their educational research activities, as well as positive socialization are evaluated.

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TSUJIAI, Hidekazu. "Stereopsis contents education of anaglyph with Scratch programming." Journal of Graphic Science of Japan 51, no. 1 (2017): 13. http://dx.doi.org/10.5989/jsgs.51.1_13.

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Lee, Young-Jin. "Scratch: Multimedia Programming Environment for Young Gifted Learners." Gifted Child Today 34, no. 2 (April 2011): 26–31. http://dx.doi.org/10.1177/107621751103400208.

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Yamunathangam, D. "Programming and epic-based digital storytelling using scratch." International Journal of Cloud Computing 10, no. 1/2 (2021): 70. http://dx.doi.org/10.1504/ijcc.2021.113984.

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Yamunathangam, D. "Programming and epic-based digital storytelling using scratch." International Journal of Cloud Computing 10, no. 1/2 (2021): 70. http://dx.doi.org/10.1504/ijcc.2021.10036372.

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OOBAYASHI, Yousuke, Souta KIKUCHI, and Kazuo KADOTA. "Development of Communication Robot for Educational Purposes using Scratch Programming." Proceedings of JSME annual Conference on Robotics and Mechatronics (Robomec) 2017 (2017): 2P2—I11. http://dx.doi.org/10.1299/jsmermd.2017.2p2-i11.

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Arpaci, Ibrahim, Pınar Onay Durdu, and Alev Mutlu. "The Role of Self-Efficacy and Perceived Enjoyment in Predicting Computer Engineering Students' Continuous Use Intention of Scratch." International Journal of E-Adoption 11, no. 2 (July 2019): 1–12. http://dx.doi.org/10.4018/ijea.2019070101.

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Scratch has been implemented as a preliminary programming environment to improve students' programming experience, motivation, and success in the Computer Science (CS) or Engineering departments. Acceptance and use of this visual programming environment by CS or Engineering students is a significant research area. Accordingly, this study investigated acceptance and use of Scratch programming environment by developing a theoretical model based on the Technology Acceptance Model (TAM). Structural equation modelling approach was used to validate the research model based on data collected from a sample of 186 Computer Engineering students. Results indicated that perceived enjoyment was significantly associated with the perceived usefulness and attitudes. Further, the results suggested that self-efficacy was significantly associated with the ease of use perceptions.

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Daher, Wajeeh, Nimer Baya’a, Otman Jaber, and Juhaina Awawdeh Shahbari. "A Trajectory for Advancing the Meta-Cognitive Solving of Mathematics-Based Programming Problems with Scratch." Symmetry 12, no. 10 (October 2, 2020): 1627. http://dx.doi.org/10.3390/sym12101627.

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It is the intention of the current study to suggest a trajectory for the advancement of prospective mathematics teachers’ use of meta-cognitive skills in solving mathematics-based programming problems with Scratch. Scratch is a code-based program that can be utilized in teaching various disciplines, especially geometry and its rich range of subjects such as the topic of symmetry. The present study suggests that advancing prospective teachers’ meta-cognitive skills in the Scratch environment could be done through problem solving and negotiations. The present paper analyzed the implementation of the trajectory by two pedagogic supervisors who attempted, in the frame of one-year preparation (2018–2019), to educate 18 prospective teachers to use meta-cognitive skills in mathematics-based programming activities, where this attempt was based on problem solving and negotiation processes. Data were collected through videoing and recording the learning sessions of the prospective teachers and was analyzed using deductive and inductive constant comparison methods. The deductive analysis utilized theoretical models of meta-cognitive processes and negotiation processes. The research results indicated that the negotiation processes supported the development of the prospective teachers’ meta-cognitive processes in solving mathematics-based programming problems with Scratch.

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Hijón-Neira, Raquel, Cornelia Connolly, Daniel Palacios-Alonso, and Oriol Borrás-Gené. "A Guided Scratch Visual Execution Environment to Introduce Programming Concepts to CS1 Students." Information 12, no. 9 (September 17, 2021): 378. http://dx.doi.org/10.3390/info12090378.

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First-year computer science (CS1) university students traditionally have difficulties understanding how to program. This paper describes research introducing CS1 students to programming concepts using a Scratch programming language guided visual execution environment (VEE). The concepts addressed are those from an introductory programming course (sequences, variables, operators, conditionals, loops, and events and parallelism). The VEE guides novice students through programming concepts, explaining and guiding interactive exercises executed in Scratch by using metaphors and serious games. The objective of this study is, firstly, to investigate if a cohort of 124 CS1 students, from three distinct groups, studying at the same university, are able to improve their programming skills guided by the VEE. Secondly, is the improvement different for various programming concepts? All the CS1 students were taught the module by the same tutor in four 2-h sessions (8 h), and a qualitative research approach was adopted. The results show students significantly improved their programming knowledge, and this improvement is significant for all the programming concepts, although greater for certain concepts such as operators, conditionals, and loops than others. It also shows that students lacked initial knowledge of events and parallelism, though most had used Scratch during their high school years. The sequence concept was the most popular concept known to them. A collateral finding in this study is how the students’ previous knowledge and learning gaps affected grades they required to access and begin study at the university level.

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Wilson, Amanda, Thomas Hainey, and Thomas M. Connolly. "Using Scratch with Primary School Children." International Journal of Game-Based Learning 3, no. 1 (January 2013): 93–109. http://dx.doi.org/10.4018/ijgbl.2013010107.

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Newer approaches such as games-based learning (GBL) and games based-construction are being adopted to motivate and engage students within the Curriculum for Excellence (CfE) in Scotland. GBL and games-based construction suffer from a dearth of empirical evidence supporting their validity as teaching and learning approaches. To address this issue this paper will present the findings of observational research at PE level using Scratch as a tool to construct computer games. A list of criteria will be compiled for reviewing the implementation of each participant to gauge programming proficiency. The study will review 29 games from Primary 4 to Primary 7 level and will present the overall results and results for each individual year. This study will contribute to the empirical evidence in games-based construction by providing the results of observational research across different levels of PE and will provide pedagogical guidelines for assessing programming ability using a games-based construction approach.

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Putina, A. S. "CREATING GROUP PROJECTS IN SCRATCH 3.0." Informatics in school, no. 6 (September 17, 2019): 55–58. http://dx.doi.org/10.32517/2221-1993-2019-18-6-55-58.

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The article discusses the problems of organizing group work in education, in particular, group work in the Scratch visual programming environment, where it is possible to use tools that help in teamwork — Backpack, Remix, Scratch Studio. An example of creating a project by a group of students is given.

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Luse, Andy, and Bryan Hammer. "High School Introductory Programming on Raspberry Pi Made from Scratch." International Journal of People-Oriented Programming 6, no. 2 (July 2017): 33–45. http://dx.doi.org/10.4018/ijpop.2017070103.

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This article investigates the use of Raspberry Pi and Scratch to introduce novice high school students to computer programming during a short interaction. Results show that, with only a four-hour engagement, students show a significant increase in programming self-efficacy. Furthermore, results show that this increase is the same for both males and females. This provides promising results for those who wish to effectively introduce programming to novices, even over a short engagement period.

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Alkaria, Ahmed, and Riyadh Alhassan. "The Effect of In-service Training of Computer Science Teachers on Scratch Programming Language Skills Using an Electronic Learning Platform on Programming Skills and the Attitudes towards Teaching Programming." Journal of Education and Training Studies 5, no. 11 (September 20, 2017): 1. http://dx.doi.org/10.11114/jets.v5i11.2608.

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This study was conducted to examine the effect of in-service training of computer science teachers in Scratch language using an electronic learning platform on acquiring programming skills and attitudes towards teaching programming. The sample of this study consisted of 40 middle school computer science teachers. They were assigned into two groups; 20 teachers were in the control group and 20 teachers in the experimental group. The study tools consist of an achievement test in Scratch programming language and a measure of attitudes toward programming instruction. After the experimental treatment at the end of the second semester, the teachers were examined and the results showed that there were statistically significant differences between the achievement test mean scores in favor of the experimental group that trained using an electronic training platform. The results also showed a positive effect on attitudes toward teaching programming for the experimental group.

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Mironova, Olga, Irina Amitan, Jelena Vendelin, Jüri Vilipõld, and Merike Saar. "Object-Oriented Programming for non-IT Students: Starting from Scratch." International Journal of Engineering Pedagogy (iJEP) 5, no. 4 (October 21, 2015): 22. http://dx.doi.org/10.3991/ijep.v5i4.4734.

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The present paper demonstrates a teaching approach in general programming course for the first year non-IT students at Tallinn University of Technology, Estonia. The authors suggest some ways for achieving better results in programming issues that are usually complicated for the beginners.

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Al-Othman, Abdulrahman A., and Faisal A. Almawash. "The Impact of Teaching Programming by using Scratch on Self-motivation towards Learning Programming for Primary School Students in Riyadh." Journal of Educational and Psychological Studies [JEPS] 14, no. 1 (February 11, 2020): 54. http://dx.doi.org/10.24200/jeps.vol14iss1pp54-70.

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The study aimed to measure the effect of teaching programming using Scratch on Self-motivation towards learning programming for primary school students in Riyadh. Twenty-five 4th-grade students participated in the study. A quasi-experimental design was applied. Pre and post-tests were utilized using a motivational scale towards learning programming designed by the researchers to include three dimensions: perseverance, ambition and enjoyment. Participants received Scratch lessons for the duration of a semester. The results showed significant differences in favor of the post-test in all dimensions of the scale. In addition, students' self-motivation towards learning programming has improved by 22.8% in the average rate of the scale. The results showed the improvement rate of students' self-motivation towards learning programming to the scale axes (perseverance, ambition, enjoyment) as follows: 20.9%, 23.8%, and 23.6% respectively. Moreover, the order of items and the improvement rate were different according to the pre-test and post-test; although all the items were positive.

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Shahbari, Juhaina Awawdeh, Wajeeh Daher, Nimer Baya’a, and Otman Jaber. "Prospective Teachers’ Development of Meta-Cognitive Functions in Solving Mathematical-Based Programming Problems with Scratch." Symmetry 12, no. 9 (September 22, 2020): 1569. http://dx.doi.org/10.3390/sym12091569.

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Transformations, including symmetry and rotations, are important in solving mathematical problems. Meta-cognitive functions are considered critical in solving mathematical problems. In the current study, we examined prospective teachers’ use of meta-cognitive functions while solving mathematical-based programming problems in the Scratch environment. The study was conducted among 18 prospective teachers, who engaged in a sequence of mathematical problems that utilize Scratch. The data sources included video recordings and solution reports while they performed mathematical problems. The findings indicated that the participants developed their meta-cognitive functions as problem solvers related to both mathematics and programming aspects. The findings also indicated that the participants developed regulation meta-cognitive functions more than awareness and evaluation ones in mathematical and programming aspects.

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Smith, Carmen Petrick, and Maureen D. Neumann. "Scratch it out! Enhancing Geometrical Understanding." Teaching Children Mathematics 21, no. 3 (October 2014): 185–88. http://dx.doi.org/10.5951/teacchilmath.21.3.0185.

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This article presents the implementation of an activity that investigates geometrical transformations through designing and physically acting out coding programs based on the free software Scratch. The activity helped students integrate mathematics and computer programming content so to better understand geometrical content. Authors of iSTEM: Integrating Science, Technology, and Engineering with Mathematics articles share ideas and activities that stimulate student interest in the integrated fields of science, technology, engineering, and mathematics (STEM) in K—grade 6 classrooms.

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张, 瑞雷. "Programming and Implementation of Educational Robot Based on Scratch and ROS." Artificial Intelligence and Robotics Research 07, no. 04 (2018): 178–83. http://dx.doi.org/10.12677/airr.2018.74021.

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Montiel, Hugo, and Marcela Georgina Gomez-Zermeño. "Educational Challenges for Computational Thinking in K–12 Education: A Systematic Literature Review of “Scratch” as an Innovative Programming Tool." Computers 10, no. 6 (May 21, 2021): 69. http://dx.doi.org/10.3390/computers10060069.

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The use of information and communications technologies (ICTs) has emerged as an educational response amidst the COVID-19 pandemic, providing students the technological tools that enable them to acquire or strengthen the necessary digital skills to develop computational knowledge. The purpose of this study was to analyze Scratch, a programming language used to foster the teaching of computational thinking, particularly in K–12 education. A systematic literature review (SLR) was conducted, identifying 30 articles on the topic of Scratch and computational thinking in the database ProQuest Central from January 2010 to May 2020. These articles were analyzed to identify the use of Scratch worldwide and the educational impact it has on computational thinking, specifically in K–12 education. The results highlight the following: (1) countries which incorporated Scratch into their teachers’ study plans (curricula); (2) the transformation of learning environments that Scratch promotes; and (3) the importance of incorporating tools like Scratch in the current curricula and, more importantly, developing the framework for innovative ICTs capable of transforming education.

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Gunadi, Goldie, and I. Ketut Sudaryana. "ANALISA TINGKAT PENERIMAAN APLIKASI SCRATCH MENGGUNAKAN TECHNOLOGY ACCEPTANCE MODEL (TAM)." Infotech: Journal of Technology Information 7, no. 1 (June 30, 2021): 7–18. http://dx.doi.org/10.37365/jti.v7i1.101.

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In connection with the need for making instructional media applications by teachers in the distance learning process, PT. Bangun Satya Wacana (BSW) through the Diginusa department held training on the use of the Scratch visual programming application to create learning materials such as games, animations and interactive quizzes. Scratch is a graphical programming language using drag and drop command blocks. Besides that, Scratch can be used both online and offline, so it is very helpful for the distance learning process (DLP). This research aims to see how the level of acceptance of teachers to Scratch using the Technology Acceptance Model (TAM) method. The indicators measured are Self-Efficacy, Complexity, Perceived Usefulness, Perceived Ease of Use, Intention to Use and Actual Technology Use, then analyzed by linear regression method with the help of IBM SPSS software. From the results of the analysis carried out, it can be seen that the Intention to Use affects the Actual Technology Use. Perceived Usefulness and Perceived Ease of Use together affect the Intention to Use. Perceived Ease of Use, Self-Efficacy and Complexity together have a significant effect on Perceived Usefulness.

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Sarasa-Cabezuelo, Antonio. "Use of Scratch for the Teaching of Second Languages." International Journal of Emerging Technologies in Learning (iJET) 14, no. 21 (November 18, 2019): 80. http://dx.doi.org/10.3991/ijet.v14i21.11217.

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In recent decades, the use of new technologies in the field of language teaching has been introduced in a variety of ways. Some examples are the evaluation through the use of applications that make it possible to carry out level tests or examinations, the creation in digital format of the contents that traditionally were used in physical format, and mobile apps that make it possible to reach a certain level of language proficiency. Scratch is a visual programming language created to teach the basics of programming. However, language features that are useful for teaching in other knowledge domains. In this article, the use of Scratch is described as a tool that can be useful for teachers and students in the acquisition of second languages.

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FAGERLUND, Janne, Päivi HÄKKINEN, Mikko VESISENAHO, and Jouni VIIRI. "Assessing 4th Grade Students’ Computational Thinking through Scratch Programming Projects." Informatics in Education 19, no. 4 (December 9, 2020): 611–40. http://dx.doi.org/10.15388/infedu.2020.27.

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Lee, Young-Dae, Jeong-Jin Kang, Kee-Young Lee, Jun Lee, and Yongho Seo. "The Development of an Educational Robot and Scratch-based Programming." International journal of advanced smart convergence 5, no. 2 (June 30, 2016): 8–17. http://dx.doi.org/10.7236/ijasc.2016.5.2.8.

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Moon, Wae-shik. "STEAM Learning Model in Elementary Schools by Applying SCRATCH Programming." Journal of the Korean Association of Information Education 17, no. 4 (December 4, 2013): 457–66. http://dx.doi.org/10.14352/jkaie.2013.17.4.457.

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da Silva, L. F., and P. S. Carvalho. "Using scratch programming to control photogates in educational physics experiments." Physics Education 55, no. 1 (October 22, 2019): 013001. http://dx.doi.org/10.1088/1361-6552/ab49e0.

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Hainey, Thomas, Gavin Baxter, and Amanda Ford. "An evaluation of the introduction of games-based construction learning in upper primary education using a developed game codification scheme for scratch." Journal of Applied Research in Higher Education 12, no. 3 (June 10, 2019): 377–402. http://dx.doi.org/10.1108/jarhe-02-2018-0031.

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Purpose Rudimentary programming is an essential, transferrable, problem solving skill in many higher education (HE) programmes in academic institutions including Software Engineering, Business Information Technology, Computer Games Development, Design and Technology. The purpose of this paper is to address some of the problematic issues associated with teaching programming by the utilisation of a new novel teaching approach called games-based construction learning (GBCL) to attempt to increase motivation, engagement and learning effectiveness. An international and national trend is to introduce coding at earlier education levels resulting in upper primary education (PE) being the focus of this paper to ascertain if GBCL using Scratch to teach programming concepts is more effective at different levels of upper PE. Design/methodology/approach A large-scale empirical study introducing GBCL to teach programming concepts into 16 classes between levels 4 and 7 in PE utilising 384 children. A detailed implementation framework for GBCL using Scratch in PE was utilised to address all incorporation issues and the games constructed by the children scored utilising a game codification scheme specifically designed to address programming and design as a quantification rubric. The experiment utilised eight 1- h lessons on GBCL using Scratch. Findings The resulted in 178 games of varying levels of complexity developed. The results indicated that GBCL was an effective mechanism to teach programming concepts using Scratch at all levels of upper PE. Primary seven students scored higher in relation to the design metric of the quantification codification rubric. Research limitations/implications Under the Curriculum for Excellence (CfE) in Scotland non-traditional teaching approaches are encouraged and development of digital literacy skill is highly advocated. This has resulted in a new approach, novel approach called GBCL where children create their own games utilising an engine such as Scratch is gaining significant attention in terms of being a novel approach. Despite a plethora of similar studies associated with GBCL, it is still not as developed as games-based learning and requires further empirical studies to support the validity of the approach and resolve identified issues. Practical implications Computer programming itself can lead to a highly rewarding career in a number of sectors from games development to banking, such as cybersecurity and systems development. In the last decade, in particular due to the ubiquitous nature of technology there is an increasing international and national trend associated with teaching rudimentary programming concepts at a far younger age including secondary education and the upper PE level. Introducing programming at an earlier level is now being considered essential as the path to transfer from novice to expert programmer level in time is considered nearly a decade approximately. The introduction of GBCL interventions may yield positive results in a supplementary learning capacity in accordance with the CfE and increase the educational effectiveness of programming education in later levels of education. Originality/value This study presents a large-scale empirical evaluation of GBCL in upper PE utilising a compiled implementation framework for incorporation and a detailed game codification scheme to quantify the games produced highlighting coding constructs and design.

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Fatourou, Eleni, Nikolaos C. Zygouris, Thanasis Loukopoulos, and Georgios I. Stamoulis. "Teaching Concurrent Programming Concepts Using Scratch in Primary School: Methodology and Evaluation." International Journal of Engineering Pedagogy (iJEP) 8, no. 4 (June 20, 2018): 89. http://dx.doi.org/10.3991/ijep.v8i4.8216.

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Computer programming can help children develop problem solving and analytical skills. Thus, many countries have included computer science in the curriculum of primary school. Given differences in culture, available infrastructures, as well as the age pupils are introduced to computer science, forming a computer science curriculum still remains a challenge. Towards this end, this study focuses on ex-ploring the potential merits of introducing concurrent programming concepts ear-ly in the learning process. The basic premise is that although concurrent pro-gramming at its full details is a rather advanced topic even at university level, it is everyday practice to perform two or more tasks simultaneously that might need (or not) some sort of synchronization. Therefore, the tutor can capitalize on eve-ryday experience to explain basic concepts on concurrency. Such correlation be-tween life experience and concurrent programming challenges may expand the cognitive functions of the pupils and provide them with further background to improve analytical thinking. The proposed curriculum for fifth and sixth grade primary school was adopted in seven classes in Greece. Results indicate that un-initiated to programming pupils at the age of ten (fifth grade) were able to com-prehend basic concurrency topics, while pupils at the age of eleven (sixth grade) with some programming familiarity were able to understand more advanced concepts.

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