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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| Vydané v: | African journal of research in mathematics, science and technology education Ročník 24; číslo 2; s. 266 - 278 |
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| Hlavní autori: | , , |
| Médium: | Journal Article |
| Jazyk: | English |
| Vydavateľské údaje: |
Abingdon
Routledge
03.05.2020
Taylor & Francis Ltd |
| Predmet: | |
| ISSN: | 1811-7295, 2469-7656 |
| On-line prístup: | Získať plný text |
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| Shrnutí: | 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. |
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| Bibliografia: | 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 |