Designing and comparing two Scratch-based teaching approaches for students aged 10-12 years — extended version

Nienke~van Es, Johan Jeuring

    Research output: Book/ReportReportAcademic

    1 Downloads (Pure)

    Abstract

    Programming and computational thinking are becoming more important
    in primary education. This raises the question of how different
    approaches to teaching programming in primary schools
    compare with each other. We designed two approaches to teach
    programming to primary school students. One approach uses the
    instructionistic 4C/ID model, the other approach uses constructionism.
    The learning gains of these two approaches were compared
    using a pre- and post test. In total, 129 students from two di!erent
    schools participated. A signi"cant di!erence (p = .037, d = .59)
    between the two approaches was found on one of the schools, favoring
    the 4C/ID approach. On the other school and for the total
    group no signi"cant di!erence was found. This is explained by
    the di!erent backgrounds between the students from the di!erent
    schools.
    Original languageEnglish
    Place of PublicationUtrecht
    PublisherUU BETA ICS Departement Informatica
    Number of pages11
    Publication statusPublished - 2017

    Publication series

    NameTechnical Report Series
    PublisherUU Beta ICS Departement Informatica
    No.UU-CS-2017-015
    ISSN (Print)0924-3275

    Keywords

    • teaching Scratch programming
    • primary school
    • comparing teaching approaches
    • constructionism
    • 4C/ID

    Fingerprint

    Dive into the research topics of 'Designing and comparing two Scratch-based teaching approaches for students aged 10-12 years — extended version'. Together they form a unique fingerprint.

    Cite this