Scratch Software Research Articles

Tiếp cận mô hình giáo dục STEM thông qua phần mềm Scratch cho sinh viên sư phạm toán tại Trường Đại học Cần Thơ

The study is aimed to approach the Scratch software to create products in the STEM education model for students of mathematics teacher education at Can Tho University. After that, STEM-Scratch products of experimental groups were assessed by Dr. Scratch software. An statistical study was conducted to evaluate the effectiveness of this approach and show how to improve STEM-Scratch products in the model of STEM education.

Computer Programming and Auxiliary Learning Processes: Hackers School Case

In a world profoundly transformed by computer technology and connection, software assumes strategic role of human and social development. In this sense, the perception that it is fundamental for the contemporary citizen to develop software development skills gains strength and begins to popularize initiatives that go in this direction. This study aims, from theoretical and pedagogical contributions and field research, to analyze how computer programming, School Hackers Project’s focus, influences the auxiliary processes of learning exposed by Juan Ignacio Pozo in his Apprentices and Masters literary work: the new culture of learning. Hackers School Project, in activity since 2014, attends elementary school students of municipal schools in Passo Fundo/RS, Brazilian medium size city. It consists of a set of actions that facilitate the learning of techniques and programming skills to elementary students through Scratch software, developed by Massachusetts Institute of Technology. This article is the result of the monitoring of project activities in one of the schools participating in the project during the year 2014. After analyzing the data collected, it was possible to verify that the factor of the greatest influence in the learning of the programming for the study group was the motivation.

CHANGING PRESCHOOL CHILDREN’S REPRESENTATIONS OF LIGHT: A SCRATCH BASED TEACHING APPROACH

The research presented here studied preschool children’s representations of light. A teaching intervention was also carried out, with an aim to construct in children’s thinking a precursor model according to which light is recognized as an autonomous entity, which is independent of the light sources and the results it causes. The teaching intervention was conducted through the use of special software created in a scratch environment. The study, consisting of three phases (pre-test, teaching intervention and post-test), included 30 children aged 4-6 years. The results of the research showed that in the children’s initial mental representations light is identified mainly with light sources. After the teaching intervention, a large percentage of the children had constructed a precursor model which was compatible with the scientific one, based upon which children recognize light as an autonomous entity. Key words: light, preschool pupils’ representations, scratch software, precursor model, science education.

An investigation of the artifacts and process of constructing computers games about environmental science in a fifth grade classroom

This study employed a case study design (Yin, Case study research, design and methods, 2009) to investigate the processes used by 5th graders to design and develop computer games within the context of their environmental science unit, using the theoretical framework of constructionism. Ten fifth graders designed computer games using Scratch software. The results showed students were able to design functional games, following a learning-by-design process of planning, designing, testing, and sharing. Observations revealed that game design led to opportunities for informal knowledge building and sharing among students. This, in turn, encouraged students to test and improve their designs. The findings support the conclusion that elementary students can develop programming concepts and create computer games when using graphical programming software developed for their level of experience. Insights into the iterative process of learning-by-game design are presented.

Opportunities and challenges in technology-rich classrooms: Using the Scratch software

Opportunities and challenges in technology-rich classrooms: Using the Scratch software

SCRATCH: a protein structure and structural feature prediction server

SCRATCH is a server for predicting protein tertiary structure and structural features. The SCRATCH software suite includes predictors for secondary structure, relative solvent accessibility, disordered regions, domains, disulfide bridges, single mutation stability, residue contacts versus average, individual residue contacts and tertiary structure. The user simply provides an amino acid sequence and selects the desired predictions, then submits to the server. Results are emailed to the user. The server is available at .