Development of Significant Learning through Scratch Programming Logic of Secondary School Students

This research finds out how the implementation of educational software “Scratch” would enhance the meaningful learning of programming logic in secondary school. We worked on a quantitative approach and quasi-experimental design research, which allowed us to work with an experimental and a control gr...

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Vydané v:The international journal of technologies in learning Ročník 27; číslo 2; s. 21 - 36
Hlavní autori: Gomez Zermeño, Marcela Georgina, Blanco Mejía, Dayane
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Champaign Common Ground Research Networks 2020
Predmet:
Classrooms
Cognition & reasoning
Cognitive ability
Control Groups
Courseware
Design of experiments
Education
Educational software
Knowledge
Learning
Mathematics
Problem solving
Programming
Quasiexperimental Design
Secondary school students
Secondary schools
Software
Students
Teachers
Teaching
ISSN:2327-0144, 2327-2686
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Shrnutí:This research finds out how the implementation of educational software “Scratch” would enhance the meaningful learning of programming logic in secondary school. We worked on a quantitative approach and quasi-experimental design research, which allowed us to work with an experimental and a control group. The study was conducted at an educational institution located in the city of Aguachica Cesar, Colombia, with ninth-grade students, supported by teachers and Information and Communications Technologies. The instruments used were the non-participant observation, and a pre-test and post-test, which allowed researchers to determine the potential of the Scratch educational software for meaningful learning through the development of activities that facilitated the appropriation and strengthening of programming concepts. The relevance of motivation and methodological strategy implemented by the teacher during class generated dynamic contexts to promote meaningful learning.
Bibliografia:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:2327-0144
2327-2686
DOI:10.18848/2327-0144/CGP/v27i02/21-36