Learning Computer Science Concepts with Scratch

Autor/inn/en	Meerbaum-Salant, Orni; Armoni, Michal; Ben-Ari, Mordechai
Titel	Learning Computer Science Concepts with Scratch
Quelle	In: Computer Science Education, 23 (2013) 3, S.239-264 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0899-3408
DOI	10.1080/08993408.2013.832022
Schlagwörter	Computer Science Education; Middle School Students; Programming Languages; Taxonomy; Educational Technology; Technology Uses in Education; Web Sites; Concept Formation; Evaluation Methods; Instructional Effectiveness; Mixed Methods Research; Pretests Posttests; Semi Structured Interviews; Observation; Cognitive Ability; Grades (Scholastic) + Suchen Sie Ihr Suchwort? Computer science lessons; Informatikunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Taxonomie; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Web-Design; Concept learning; Begriffsbildung; Unterrichtserfolg; Beobachtung; Denkfähigkeit; Notenspiegel
Abstract	Scratch is a visual programming environment that is widely used by young people. We investigated if Scratch can be used to teach concepts of computer science (CS). We developed learning materials for middle-school students that were designed according to the constructionist philosophy of Scratch and evaluated them in a few schools during two years. Tests were constructed based upon a novel combination of the revised Bloom taxonomy and the Structure of the Observed Learning Outcome taxonomy. These instruments were augmented with qualitative tools, such as observations and interviews. The results showed that students could successfully learn important concepts of CS, although there were problems with some concepts such as repeated execution, variables, and concurrency. We believe that these problems can be overcome by modifications to the teaching process that we suggest. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10