The Effects of Designing Scientific Experiments with Visual Programming Language on Learning Outcomes The Effects of Designing Scientific Experiments with Visual Programming Language on Learning Outcomes

When the studies on the effectiveness of visual programming language are examined, it is seen that studies on coding teaching have been carried out frequently recently. In this study, Scratch was used as a teaching tool in teaching science lessons. In this way, a new perspective has been brought to...

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Veröffentlicht in:Science & education Jg. 34; H. 4; S. 2409 - 2430
Hauptverfasser: Kalemkuş, Jale, Kalemkuş, Fatih
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Dordrecht Springer Netherlands 01.08.2025
Springer Nature B.V
Schlagworte:
21st century
21st Century Skills
Academic Achievement
Algorithms
Coding
Cognition & reasoning
Cognitive Processes
Computer Oriented Programs
Computer science
Computers
Creativity
Critical thinking
Education
Educational Games
Educational Technology
Effectiveness
Elementary School Students
Elementary Schools
Elementary Secondary Education
Experiments
History
Influence of Technology
Learning
Learning Processes
Logical Thinking
Meta Analysis
Metacognition
Opportunities
Philosophy of Science
Problem solving
Programming languages
Progress Monitoring
Research design
Science Education
Science Experiments
Science Materials
Skills
Students
Universal Serial Bus
Visual discrimination learning
Visual programming languages
ISSN:0926-7220, 1573-1901
Online-Zugang:Volltext
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Zusammenfassung:When the studies on the effectiveness of visual programming language are examined, it is seen that studies on coding teaching have been carried out frequently recently. In this study, Scratch was used as a teaching tool in teaching science lessons. In this way, a new perspective has been brought to Scratch applications. In the related study, the effects of designing science experiments with visual programming language (Scratch) on students’ beliefs of self-efficacy related to computational thinking (CT) skills, metacognitive awareness levels, and motivation levels for science learning are examined. This study was carried out using a single-group research design based on pretest and posttest applications. Students attending the fifth grade participated in this study. Sixty-five students attending the fifth grade participated in the research. Research data were obtained using “Self-Efficacy Perception Scale for CT Skills (SEP_CTS),” “Metacognitive Awareness Scale (MAS),” and “Motivation Scale for Science Learning (MSSL).” The research process is 10 weeks and 3 days in total. It was determined that designing science experiments in visual programming language applications based on Scratch improved students’ CT self-efficacy perceptions, but did not have the expected effect on students’ science learning motivation and metacognitive awareness. This research provides evidence that some skills can be improved by using Scratch as a teaching tool in different courses. With the focus of research on this subject, it can contributed to the development of new understandings of Scratch in teaching processes.
Bibliographie:ObjectType-Article-1
SourceType-Scholarly Journals-1
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ISSN:0926-7220
1573-1901
DOI:10.1007/s11191-024-00546-8