Scratch Software Research Articles

Development of Physics Learning Media Assisted by Scratch Simulation for Parabolic Motion Material

The subject of physics is considered challenging by some students due to its abstract concepts, which can make the learning process difficult. This research aims to develop animated videos using Scratch software to assist students in dealing with difficulties in understanding the concept of projectile motion. The research method employed is Research and Development (R&D), utilizing the ADDIE model. Data analysis involves descriptive analysis techniques, calculating the percentage of validation scores. Results from the evaluation by two physics education experts indicate that the content validity of the media is excellent at 92% without any modifications, and the presentation validity is at 88%. Based on these validation results, it can be concluded that the physics learning media assisted by Scratch simulations developed are suitable for use.

Analysis of Scratch Software in Scientific Production for 20 Years: Programming in Education to Develop Computational Thinking and STEAM Disciplines

Scratch is an educational software based on visual programming blocks. It was created in 2003 by the Massachusetts Institute of Technology Media Lab (MIT) and it develops computational thinking (CT) skills from an early age in schools and allows STEM (science, technology, engineering and mathematics) projects to be carried out. The aim of this research is to know the development of the scientific production of the Scratch programme in the educational field in scientific articles in WoS and its link with the STEM field. The methodology used in this study is of a bibliometric nature with an analysis of the development in the scientific literature and co-words. The Scratch in Education (Scratch-EDU) programme has been studied using the Web of Science (WoS) database. WoS, Vosviewer and SciMAT were used to extract the results and a total of 579 manuscripts were analysed. The results of the study show that the first scientific article on Scratch published in WoS dates back to 2004, although it is from 2011 when a considerable volume of studies began to appear in the scientific literature, and moreover, in recent years the scientific literature relates Scratch-EDU with topics and keywords related to the STEM field. The conclusions of the study are that the Scratch programme has had a progressive evolution in the scientific field related to education from 2012 to 2020, mainly in proceedings papers, with a decrease in manuscripts in the last two years. The emerging themes and keywords that have most influenced Scratch-EDU manuscripts in recent years are related to the terms “Implementation” and “Curriculum”, connected in turn, with terms such as “pedagogy”, “public school” or “students”. Another term that stands out in the development of scientific evolution is “Computational Thinking”, associated with topics such as “Primary Education”, “Learning” or “Problem Solving”. Finally, a discussion and conclusion of the results has been carried out, which can serve as a turning point for future lines of research on programming and CT in the STEM field from an early age in education.

Designing experiential-based process of STEM learning situations for solving math questions on area theme for grade 5

The article analyzes the experiential-based process of STEM. Accordingly, some learning situations and activities are introduced so that students could find the minimum area for the constant perimeter rectangles. Upon exploration activities, Scratch software, and the hypothetical garden in the schoolyard, students are deemed to develop their competencies in Mathematics, information, technology, and critical thinking. At the same time, the article also suggests strategies to motivate students to compare the optimality and limitations of square, rectangular and circle categories embracing many practical applications and uses. In this way, students are likely to develop a comprehensive competence.

Effect of Web-Based Collaborative Learning Method with Scratch on Critical Thinking Skills of 5th Grade Students

This study aimed to investigate the effect of web-based collaborative learning method with Scratch software on the critical thinking skills of 5th grade students and to create materials in Scratch software on the biodiversity subject. This study, in which a quasi-experimental design with pre-test - post-test control group was used, was carried out with 96 fifth grade students selected using convenient sampling method. In the implementation of the study, in addition to the education and training activities on biodiversity in the control groups, the students in the experimental group created products using the web-based collaborative learning method with Scratch in science and information technologies and software courses. As a result of the t-test for the independent samples of the post-test data obtained from the critical thinking questionnaire, it was determined that the critical thinking skills of the experimental group students were higher than the control group students. It is recommended for younger individuals to use Scratch to come up with solutions by using critical thinking skills to cope with complex problems affecting the whole world such as global warming, wars, and pandemics, and to choose the right solution amongst the given ones. Teachers can get an idea about students’ opinions, conceptual errors, and their capability to express themselves, and they can reorganize the educational activities by taking these variables into consideration.

Application of Somatosensory Computer Game for Nutrition Education in Preschool Children

With the popularization of technological products, people’s everyday lives are now full of 3C (computer, communication, and consumer electronics) products. Children have gradually become acquainted with these new technological products. In recent years, more somatosensory games have been introduced along with the development of new media puzzle games for children. Several studies have shown that somatosensory games can improve physical, brain, and sensory integrated development in children, as well as promoting parent–child and peer interactions and enhancing children’s attention and cooperation in play. The purpose of this study is to assess the effect of integrating somatosensory computer games into early childhood nutrition education. The subjects of this study were 15 preschool children (aged 5–6 years old) from a preschool in Taichung City, Taiwan. We used the somatosensory game “Arno’s Fruit and Vegetable Journey” as an intervention tool for early childhood nutrition education. The somatosensory game production uses the Scratch software combined with Rabboni sensors. The somatosensory game education intervention was carried out for one hour a week over two consecutive weeks. We used questionnaires and nutrition knowledge learning sheets to evaluate the early childhood nutrition knowledge and learning status and satisfaction degree in the first and second weeks of this study. The results showed that there were no statistically significant differences between the preschool children’s game scores and times, as well as nutritional knowledge scores, before and after the intervention. Most of the preschool children highly enjoyed the somatosensory game educational activities. We reveal some problems in the teaching activities of somatosensory games, which can provide a reference for future research on designing and producing somatosensory games for preschool children and somatosensory game-based education.

The programming curriculum within ISIS.

From 2014 to 2017, the Islamic State in Irak and Syria (ISIS), a terrorist political organization of Salafist jihadist ideology, had put in place an operational and relatively stable educational system. Among its Complementary Programs, ISIS included a curriculum for programming using the Scratch software. In this article, we discuss this curriculum by analyzing the content of the official ISIS programming textbook, with the objectives of characterizing: 1) the curriculum's pedagogical intentions and definition of programming; 2) the programming curriculum; and 3) the religious and military indoctrination value. We found that, first, ISIS's programming curriculum intentions are more about religious and military injunctions to build the caliphate than they are about developing 21st-century skills such as computational thinking. Second, although the progression of learning in the sequence of activities designed by ISIS seems logical and, overall, well-ordered, the ISIS programming curriculum does not encourage the development of 21st-century skills such as problem solving, discovery learning, or creativity-nor for that matter, the transfer of programming knowledge to different contexts. Finally, the textbook is particularly rich in elements of military and religious indoctrination and effectively participates in the indoctrination of students by helping to inculcate values consistent with ISIS's jihadist ideology. This contribution seeks to better understand ISIS's approach to education, which could provide support for initiatives aimed at rebuilding impacted education systems and groups.

Unplugged or plugged-in programming learning: A comparative experimental study

In recent years, computer programming has reappeared in school curricula with the aim of transmitting knowledge and skills beyond the simple ability to code. However, there are different ways of teaching this subject and very few experimental studies compare plugged-in and unplugged programming learning. The purpose of this study is to highlight the impact of plugged-in or unplugged learning on students' performance and subjective experience. To this end, we designed an experimental study with 217 primary school students divided into two groups and we measured their knowledge of computational concepts, ability to solve algorithmic problem, motivation toward the instruction, self-belief and attitude toward science. The programming sessions were designed to be similar between the two conditions, only the tools were different. Computers and Scratch software were used in the plugged-in group while the unplugged group used paper instructions, pictures, figurines and body movements instead. The results show better learning performance in the plugged-in group. Furthermore, although motivation dropped slightly in both groups, this drop was only significant in the unplugged condition. Gender also seems to be an important factor, as girls exhibit a lower post-test motivation and a lower willingness to pursue their practice in programming outside the school context. However, this effect on motivation was only observable in the plugged-in group which suggests that educational programming software may have a positive but gendered motivational impact.

Pelatihan computational thinking guru MI se-Kecamatan Pabelan, Kabupaten Semarang

Learning in society 5.0 and the covid-19 pandemic requires several skills to be mastered, both by students and teachers. These skills are creativity, critical thinking, communication, collaboration, compassion, and computational thinking (6C). This paper describes the training carried out on teachers to improve computational thinking skills. A teacher must master computational thinking to prepare the next generation of potential, superior, and ready to face the era of society 5.0. The training target is MI teachers in Pabelan District, totaling 26 teachers. The training was divided into several stages, including a pretest, material presentation, practice working on logarithmic problems, creating a Bebras account, tutorial on making games using scratch software, and posttest. At the end of the activity, participants are asked to fill out a presence link as a condition to get a certificate. The training results showed that most of the participants could understand and implement computational thinking. It can be seen from the results of the posttest given. Participants were very enthusiastic and active in participating in the training. They were also happy because follow-up activities after the training were completed.

Using LEGO MINDSTORMS in Primary Schools: Perspective of Educational Sector

Programming is a great means for kids to learn different skills such as logical thinking and problem solving. LEGO MINDSTORMS This study explores the readiness and viability of teaching program-ming schools in Saudi primary schools using LEGO MINDSTORMS.LEGO MINDSTORM was chosen as it is a good tool for LEGO MINDSTORMS playing and education. This study conducted a survey to investigate the opinions of education officials and education managers toward the viability of using LEGO MINDSTORMS to teach students programming concepts in primary schools. The samples were from the ministry of education. The ministry’s members gave recommendations on how LEGO MINDSTORMS can be introduced to the primary school students and identified some of the obstacles that may delay this process. Based on the survey. The survey results showed that more than half of the members agree that primary school students should introduce programming skills. The results also showed that most of them prefer Scratch software over LEGO MINDSTORM to teach programming.Programming is a great means for kids to learn different skills such as logical thinking and problem solving. LEGO MINDSTORMS This study explores the readiness and viability of teaching program-ming schools in Saudi primary schools using LEGO MINDSTORMS.LEGO MINDSTORM was chosen as it is a good tool for LEGO MINDSTORMS playing and education. This study conducted a survey to investigate the opinions of education officials and education managers toward the viability of using LEGO MINDSTORMS to teach students programming concepts in primary schools. The samples were from the ministry of education. The ministry’s members gave recommendations on how LEGO MINDSTORMS can be introduced to the primary school students and identified some of the obstacles that may delay this process. Based on the survey. The survey results showed that more than half of the members agree that primary school students should introduce programming skills. The results also showed that most of them prefer Scratch software over LEGO MINDSTORM to teach programming.

Teaching digital skills to future teachers: a distance workshop experience

Abstract In the school year 2020–2021, the Covid-19 pandemic imposed distance learning (in Italian, the DAD acronym is used). Therefore, the Degree Course in Primary Education Sciences of the University of Perugia has proposed an innovative programme for the training of future teachers by developing a distance learning laboratory focusing coding and computational thinking applied to teaching in kindergarten and primary school. During the educational technologies laboratory, held by Prof. Floriana Falcinelli, the students experimented coding both without computer (unplugged) and using the Scratch software. The programmed animations and video games were in direct connection with the Lifelong Kindergarten of the Massachusetts Institute of Technology (MIT) in Boston, where Scratch was created. The highly innovative aspects concerned both the proposed contents and the dimension of interaction and collaboration as entirely developed in online environments.

PROTAGONISMO DE ADOLESCENTES NA CRIAÇÃO DE UM STORYBOARD PARA UM JOGO DIGITAL SOBRE HANSENÍASE

Objetivo: descrever o protagonismo de adolescentes escolares na elaboração de um storyboard para um jogo digital educacional sobre hanseníase.Método: estudo qualitativo do tipo pesquisa-ação. Realizado em uma escola pública em Pernambuco (Brasil) em 2019. Ocorreram oito oficinas pedagógicas com escolares, para conhecimento e construção do jogo digital educacional, utilizando o software Scratch versão 2.0. O processo de produção seguiu o modelo de desenvolvimento de material educativo digital, criado por Falkembach.Resultados: a ação educativa instrumentalizou as potencialidades e estimulou a criatividade dos adolescentes para assumirem uma atitude de protagonismo na elaboração do storyboard para um jogo digital sobre hanseníase.Conclusão: os adolescentes assumiram uma postura de protagonismo na criação do storyboard de um jogo digital sobre hanseníase. O interesse em utilizar o ambiente virtual concorreu para a desenvoltura e criatividade dos adolescentes ao serem instigados e terem acesso a condições propícias para a elaboração do storyboard.

Research and Practice of “423 Mode” Teaching Based on Scratch Assisted Instruction——Taking the Java Programming Course as an Example

In the case of a general decline in the quality of students in vocational colleges, how to improve the teaching effectiveness of programming basic courses? This article introduces the use of graphical and Scratch software as teaching aids in the basic courses of higher vocational programming. At this stage, following two lines including Scratch and Java in the course design, and also following “423 model” consists of “pre-class”–“in class”–“after class” in the implementation of the classes to cultivate students’ innovative thinking ability, stimulate students’ learning interest, reduce the course difficulty and improving course teaching effectiveness. This teaching mode has achieved ideal teaching effect in Java teaching of Rizhao Vocational Technical College.

“Scratch”-ing computational thinking with Arduino: A meta-analysis

BackgroundEmpirical research into the efficacy of Arduino- and Scratch-based interventions in science, technology, engineering, and mathematics (STEM) has greatly increased in the recent years. The purpose of this meta-analysis is to compute the overall effect of these interventions. SettingThe settings for the interventions being meta-analyzed are K–12 and post-secondary classrooms. Research designThis study uses a meta-analytic methodology to aggregate the effects of 11 quantitative studies with 29 unique effect sizes to produce a cumulative effect size along with relevant visual presentations of the effectiveness of the interventions. Data collection and analysisData for this study were collected through a detailed literature search using the PRISMA guidelines and all analyses were conducted using STATA 16 statistical software. ResultsThe results indicate that Arduino- and Scratch-enabled interventions had an overall positive effect (d = 0.67 (CI: 0.40, 0.95) on students’ STEM academic achievement and their perceptions towards STEM. ConclusionHands-on engineering activities that encourage computational thinking and employ a combination of Arduino and Scratch can have profound impacts on students’ problem-solving skills, understanding of computation, and interest towards engineering professions. ImplicationThis research informs STEM instructional leaders and policy makers about the positive effects and future promise of open source Arduino hardware and freely available Scratch software in STEM education.

Development of the ICT Teachers’ Perceptions of the Contribution of Scratch Program to Programming Instruction Scale

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.

Investigation of the Studies on the Use of Scratch Software in Education

The aim of this study is to classify the methodological tendencies and outputs of the studies conducted on the use of Scratch software in education with their main lines and to examine them in a comprehensive and holistic way. A literature review was conducted based on different databases in line with the purpose of the study and we accessed 76 different studies within this scope. Document review steps were followed to explain the data obtained in the study and to access the necessary concepts and relations. Meta-thematic analyses were performed to complement the data obtained, and qualitative findings were obtained by referring to common codes and themes of qualitative studies. The results of the study indicate that the use of Scratch software in education was found to have positive effects on motivation, self-efficacy, attitude, higher-level thinking, and academic success. In addition, materializing software teaching by freeing it from its abstract and complex structure, enabling students to acquire 21st-century skills at an early age, encouraging students to trust themselves by boosting their interest and motivation can be defined as some of the positive aspects of the Scratch software. The limitations of the Scratch software were determined as being unsuitable for advanced coding, limited code structure, and difficulty in understanding the logic of some basic structures.

A Dialogue Between Computational Thinking and Interdisciplinarity using Scratch Software

In this paper, the purpose is to discuss results of a continuing education action with teachers, linked to the university extension project Computational Thinking and Interdisciplinarity in the classroom, developed within the Postgraduate Program in mathematics education at Sao Paulo State University (UNESP), Rio Claro (Sao Paulo), Brazil. The development of interdisciplinary activities by teachers using Scratch software is highlighted, pointing out how this is reflected in the classroom, from the development of an interdisciplinary activity in two classes taught by the teacher of Geography, a participant of this formative action. The qualitative approach was adopted, and the methodological procedures used were video recording of the meetings, writing of field diaries, prepared by all the involved proposers, and recording of all the developed activities. Data analysis highlights how important this partnership between university and school was because it contributed to transform the knowledge of teachers, researchers, and students through the development of Computational Thinking.

Electronic Game Creation through Scratch Software: Creative and Collaborative Learning Fostering STEAM Practices

Background: This research is an excerpt from the master's thesis of the first author, therefore, some perceptions students have of the creation of games using the Scratch software and the teachers’ perception will be presented here. Objective: This research aims to foster and optimize learning in STEAM practices, using creative and collaborative learning, for the creation of games. Design: The research is exploratory qualitative. Setting and Participants: The team included 7 students from the final years of a public school in the municipality of Alvorada, RS, Brazil. The research was developed through workshops in the counter shift from the regular school classes. who developed games in the Scratch software and presented them to the school classes of the early years. Data collection and analysis: the data collection was based on the responses of students and teachers. Results: That students built collaborative learning, took advantage of playfulness and creative thinking to transform realities. Conclusions: The development of games provided, besides learning in STEAM practices from creative and collaborative learning, increased self-esteem, affectivity, and collaborative work, movements that are so necessary in communities with high socioeconomic vulnerability, as is the case of the students participating in the research.

Türkiye’de Programlama Eğitimi ile İlgili Yapılan Çalışmaların İncelenmesi: Bir Betimsel Analiz Çalışması

Bu çalışmanın amacı, Türkiye’de programlama eğitimi üzerinde yapılan çalışmaları incelemek ve bunun sonucunda ortaya çıkan durumlar açısından eğilimlerinin hangi yönde olduğunu tespit etmektir. Bu amaç doğrultusunda 2008-2018 yılları arasında yayınlanan YÖK TEZ veri tabanındaki 68 tez ve TUBİTAK ULAKBİM veri tabanındaki 78 makale olmak üzere toplamda 146 çalışma incelenmiştir. İlgili yayınları değerlendirmek için literatürden yararlanılarak geliştirilen çalışma inceleme formu, programlama eğitimi için revize edilerek kullanılmıştır. Formda ilgili çalışmanın künyesi, çalışmanın özellikleri, araştırma yöntemi, veri toplama araçları, örneklemi, örneklem büyüklüğü ve veri analiz yöntemi kategorileri bulunmaktadır. Bu kategorilere göre çalışmalar betimsel analize tabi tutulmuştur. Analiz sonucuna göre çalışmaların en çok 2018 yılında yapıldığı belirlenmiştir. Çalışmaların çoğu programlama konusunda, Bilişim Teknolojileri ve Yazılım dersinde ve Scratch yazılım aracı kullanılarak yapılmıştır. Makalede nitel araştırma yöntemlerinden doküman analizi, tezlerde nicel araştırma yöntemlerinden yarı deneysel desen kullanılmıştır. Veri toplama aracı olarak tezlerde likert tipi anket/ölçek kullanılırken, makalede ise bunun yanı sıra doküman kullanıldığı görülmektedir. Örneklem olarak makale çalışmaların çoğu lisans grubunu, tez çalışmaları ilköğretim(5-8) grubunu seçmiştir; örneklem büyüklüğü olarak 31-100 arasında kişi belirlenmiştir. Veri analiz yönteminde ise tezlerde t-testi kullanılırken, makalede içerik analizi kullanıldığı sonucuna ulaşılmıştır.

O Scratch como programa de autoria na criação literária

Resumo: Apresentamos o uso do software Scratch como um sistema de autoria e inovação pedagógica na área de linguagem, incluso na construção de narrativas digitais e potencialização de importantes funções psíquicas superiores. Objetivamos compreender o desenvolvimento da criatividade literária a partir da construção de narrativas digitais no Scratch. A partir de uma pesquisa participante, desenvolvemos um estudo qualitativo com jornal de pesquisa e dados das versões finais das narrativas produzidas no Scratch. Realizamos ações de campo junto aos discentes do segundo ciclo do ensino fundamental de uma escola pública do sul de Minas Gerais. Fizemos uma correlação subjetiva com as narrativas produzidas, avaliando-as do ponto de vista textual e em relação à criatividade. Destacamos nos resultados a escrita de textos os quais atendem ao gênero proposto, com marcas de autoria e uso da memória, atenção, pensamento, linguagem e imaginação. Evidenciamos a importância do professor na elaboração de uma sequência didática que desperte o interesse do aluno, a necessidade da mediação semiótica para construção de sentido à atividade proposta e a potencialização da criatividade literária nas narrativas produzidas.
 Palavras-chave: Tecnologias digitais. Scratch. Autoria. Criatividade.

GAMIFICATION FEATURES OF STREAM-EDUCATIONCOMPONENTS WITH EDUCATION ROBOTICS

The article discusses the growth of staffing requirements for modern manufacturing companies, taking into account the emergence of the term Industry 4.0, which includes components: Cyber-Physical Systems, Internet of Things, Smart Factory, Internet of Services, Smart Product, Machine-to-Machine, Big Data, Cloud. The importance of introducing robotic tools, such as the electronic platform with an Arduino microcontroller, to educational directions such as STEM (stands for: “Science”, “Technology”, “Engineering” and “Mathematics”), STEAM (adding “Arts”) and STREAM (adding “Reading/Writing”), is noted. But today they do not take into account the way to strengthen motivational activity based on computer games, therefore the purpose of the article was to establish two-way communication between the computer game design process using a robotic system and Arduino microcontroller sensors for later solving the task of determining the gamification characteristics of a given sensor, as well as the task of determining robotic characteristics of a given stage of the computer game design process. To achieve this goal, a data analysis technique is proposed, which includes the following steps. The stage of analyzing the functions of fairy tales by Vladimir Propp (hereafter, metaphorization functions), which forms a table of functions as templates of text phrases for creating a computer game script that takes into account the Arduino microcontroller sensors. The stage of the analysis of computer game classes, which forms the table of classes of the market for the game and the table of classes of players' needs. It is assumed that the product sales market is closely related to the various disciplines of the school curriculum. The stage of analysis of the components of the Mechanics-Dynamics-Aesthetics within the MDA-model. The stage of analysis of the Arduino microcontroller sensors. The proposed methodology allowed creating a relational database including the following tables: a table describing 31 templates of text phrases to create a plot of computer game; table describing 15 classes of players' needs; table describing 10 classes of MDA-model; table of descriptions for 19 Arduino microcontroller sensors; a table of relations between 31 templates of text phrases, scenarios from the Vladimir Propp's morphological functions of fairy tales, and descriptions of 15 classes of players' needs and 10 classes of the MDA model; table of interconnections between the descriptions of the Arduino microcontroller sensors, classes of players' needs and classes of the MDA model. Testing of the proposed methodology took place during master classes with participation of I-III stages' students of secondary school No.10 (Izmail, Odessa region) in the process of creating five computer games using the Scratch software tool for managing graphic objects based on signals from the Arduino UNO microcontroller sensors. In the future, it is proposed to consider interactive models of the design of robotic computer games that can be used in the described method, providing graphic means of displaying the components of the structural model of the method. As a result, this will require the development of a software integration module for the contents of the developed relational database and the internal structures of the software tools supporting these interactive design models.