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Effects of Scratch-based activities on 4th-grade students’ computational thinking skills
João Piedade   Nuno Dorotea  

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https://doi.org/10.15388/infedu.2023.19
Pub. online: 21 October 2022      Type: Article      Open accessOpen Access

Published
21 October 2022

Abstract

Computational Thinking (CT) has emerged in recent years as a thematic trend in education in many countries and several initiatives have been developed for its inclusion in school curricula. There are many pedagogical strategies to promote the development of elementary school students’ CT skills and knowledge. Unplugged learning tasks, block-based programming projects, and educational robotics are 3 of the most used strategies. This paper aimed to analyze the effect of Scratch-based activities, developed during one scholar year, on the computational thinking skills developed and concepts achieved by 4th-grade students. The study involved 189 students from two school clusters organized into an experimental group and a control group. To assess students’ computational knowledge, the Beginners Computational Thinking Test developed by Several Zapata-Cáceres et al. (2020) was used. The results indicate statistically significant differences between the groups, in which students in the experimental group (who performed activities with scratch) scored higher on the test than students in the control group (who did not use Scratch).

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Open access article under the CC BY license.

Keywords
Block-based Programming Computational Concepts Computational Thinking Elementary Education Scratch Programming

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INFORMATICS IN EDUCATION

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