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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Published in:African journal of research in mathematics, science and technology education Vol. 24; no. 2; pp. 266 - 278
Main Authors: Tijani, Fatimah, Callaghan, Ronel, de Villers, Rian
Format: Journal Article
Language:English
Published: Abingdon Routledge 03.05.2020
Taylor & Francis Ltd
Subjects:
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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Abstract 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.
AbstractList 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.
Author de Villers, Rian
Callaghan, Ronel
Tijani, Fatimah
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SubjectTerms action research
Algorithms
pre-service teachers
Preservice Teacher Education
procedural programming
Programming
Scratch programming
teaching and learning process framework (TLPF)
Title An Investigation into Pre-service Teachers' Experiences While Transitioning from Scratch Programming to Procedural Programming
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