![]() ![]() ![]() There is only a non-significant increase in the mean of the fac� tor of " self-confidence in their problem solving ability ". According to the quantitative results, programming in Scratch platform did not cause any significant differences in the problem solving skills of the primary school students. This study was carried out in an explanatory sequential mixed methods design with the participation of 49 primary school students. Moreover, the researchers wondered what 5th grade primary school students think about programming. In light of these facts, this study is an exploratory effort to investigate the effect of Scratch programming on 5th grade primary school students' prob� lem solving skills. Hence, its integration throughout all educational levels, as well as the early ages, is considered valuable and research studies are carried out to explore the phenomenon in more detail. In fact, the main conclusions of these investigations have been cited in several official reports that study the introduction of computer programming and CT skills in schools to support policy makers, both at national and European levels.Ĭomputer programming is perceived as an important competence for the development of problem solving skills in addition to logical reasoning. Different actions were performed to validate the assessments provided by tool, proving ecological, convergent and discriminant validity.įurthermore, the empirical investigations performed regarding both the transference of CT across the K-12 curriculum, as well as social and non-cognitive factors affecting the development of programming and CT skills, provide insight and evidence that can be useful for educators, curriculum designers and policy makers. Scratch, a free/libre/open source CT assessment tool for Scratch projects that is being used by thousands of learners, educators and researchers around the world, and which has received the Google RISE Award. The main contribution of this thesis is the development and validation of Dr. Furthermore, as educators indicate that the tool that is most used both in primary and secondary education is Scratch, our work is focused on this programming platform/language. Since the best scientific knowledge on the topic to this date shows that the most effective way to foster CT from early ages is by means of programming activities, this thesis investigates the development of CT through coding. The reviews on the state of CT in education that have been performed coincide in three main, fundamental aspects that require urgent attention from academia: assessment of CT skills, transference of CT skills and factors affecting CT skills.Ĭonsequently, aiming to fill the gaps identified in the research literature, the main goal of this thesis is to provide evidence that could help policy makers and educators in the introduction of CT skills in the school curriculum. This movement has provoked a deep interest among scholars and research institutions, who are analyzing and comparing the approaches and plans of the different initiatives. ![]() The inclusion of computer programming and computational thinking (CT) skills in the school curriculum is one of the main trends in the educational landscape worldwide. We believe that this use of programming skills can allow for a deeper and more direct understanding of the subjects under investigation, using Computing to support learning in the same way that Mathematics supports the learning of subjects such as Physics. These skills can be used, in conjunction with open-source simulations, to allow students to directly read and understand (and potentially modify) the key parts of the simulation programs that they are using. The subject of Computing, in contrast to ICT, enables students to read, understand and modify program code and algorithms. Educational simulation programs are often used as a black-box: Students are given the program to play with and are told about the principles underlying the simulation, but they are given no opportunity to relate the computer program to the knowledge being taught. Computer programs can be used to support learning in various subjects: In particular, computer simulations can be used to explain science subjects such as Physics, Chemistry, and Biology (as well as wider subject areas such as Economics, Geography and Music). ![]()
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