An Investigation into Pre-service Teachers' Experiences While Transitioning from Scratch Programming to Procedural Programming

The use of Scratch programming in introducing text-based programming to novices at all levels of education has gained prominence in computer science but is still hardly known among pre-service teachers. With affordances of Scratch in learning text-based programming, we present an experience report o...

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Veröffentlicht in:African journal of research in mathematics, science and technology education Jg. 24; H. 2; S. 266 - 278
Hauptverfasser: Tijani, Fatimah, Callaghan, Ronel, de Villers, Rian
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Abingdon Routledge 03.05.2020
Taylor & Francis Ltd
Schlagworte:
action research
Algorithms
pre-service teachers
Preservice Teacher Education
procedural programming
Programming
Scratch programming
teaching and learning process framework (TLPF)
ISSN:1811-7295, 2469-7656
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Zusammenfassung:The use of Scratch programming in introducing text-based programming to novices at all levels of education has gained prominence in computer science but is still hardly known among pre-service teachers. With affordances of Scratch in learning text-based programming, we present an experience report on how we supported our first-year pre-service teachers' learning of procedural programming concepts with Scratch for the first time. The study follows an action research strategy conducted over two cycles with 58 pre-service teachers who were purposively sampled. Findings revealed that Scratch supported the learning of procedural programming by our first-year pre-service teachers to some extent. We, therefore, recommend that pre-service teachers be exposed to more exercises while focusing on challenging concepts such as algorithms, use of variables, repetition and control structures.
Bibliographie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:1811-7295
2469-7656
DOI:10.1080/18117295.2020.1820798