Abstract
The current study investigates teachers' conception and reflection of computer programming from scratch in terms of technological and pedagogical standpoint. Mixed research approaches typically achievement tests and interviews were used to collect quantitative and qualitative data respectively. A total of twenty-one Mathematics and Science teachers were randomly selected to participate in the study. A paired t-test was used to analyze quantitative data from pre and post-test, while descriptive and interpretive analyses were used to analyze qualitative data from the interview. The results of the study showed that Mathematic and Sciences teachers have a great conception of scratch programming after attending scratch programming. There was a significant difference in mean between pre and post-test (p ˂ 0.05). It was also found that scratch is an effective pedagogical tool for teaching and learning Mathematics and Sciences. In addition, teachers expressed positive views of using scratch in teaching and learning Mathematics and Sciences as it helps them to visualize abstract content, motivate students, increase students' interest, critical thinking, and problem-solving skills, act as an assessment tool and increase student's academic performance.
Highlights
Computer programming succeeded to boost most of the aspects of our society, respond people's needs, and being adaptable to modern and future technology (Kalelioglu & Gülbahar, 2014)
The results of paired t-test showed that there is a highly statistically significant difference between pre and post-test. the probability value (p) of difference was small than expected 0.05(confidence level of 95%). the results showed that teachers have great conception using scratch in teaching Mathematics and Science after attending scratch training
The results of the study showed that programming with scratch has a positive impact on teaching Mathematics and Sciences
Summary
Computer programming succeeded to boost most of the aspects of our society, respond people's needs, and being adaptable to modern and future technology (Kalelioglu & Gülbahar, 2014). Teachers at different levels and from different subjects use computer programming to improve teaching-learning and help students to develop skills (Ferrer-Mico, Prats-Fernàndez, & Redo-Sanchez, 2012). Scratch is a highly versatile tool that facilitates the teaching of abstract concepts in any subject (Naz, Lu, Zackoski, & Dingus, 2017). Scratch is a tool that Mathematics and science teachers can use to visualize and supplement their teaching. Programming via scratch was found among methods that were used to elaborate scientific concepts (Weigend, 2014). Scratch creates educational and entertaining content, simulates and visualize mathematically, and visualizes the concept. Scratch improves students' digital literacy, imagination, and creativity, internalizes knowledge, promotes critical thinking, and solves complex problems (Uzunboylu, Kınık, & Kanbul, 2017)
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