The Role of Algorithmic Thinking Development in the Learning of Elementary School Pupils aged 10 - 13
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F20%3A10411079" target="_blank" >RIV/00216208:11410/20:10411079 - isvavai.cz</a>
Result on the web
—
DOI - Digital Object Identifier
—
Alternative languages
Result language
angličtina
Original language name
The Role of Algorithmic Thinking Development in the Learning of Elementary School Pupils aged 10 - 13
Original language description
The article presents a case study aimed to identify changes in Czech elementary school pupils' algorithmic thinking through programming in Scratch. The study was carried out in 2017/18 with 48 pupils in Grade 5 and 6 at an elementary school in Prague within Informatics as a compulsory subject. It was divided into three parts: (1) a concept of algorithms; (2) an introduction to Scratch; and (3) a concluding project in Scratch. To identify the impact of Scratch's activities on pupils' algorithmic thinking, a set of 16 tasks was proposed for tests A1 and A2. Pupils were tested at the beginning (test A1) and at the end of the case study (test A2). By comparing the results of both, it was possible to discover whether Scratch's activities had influenced the pupils' algorithmic thinking. Practically all pupils achieved better results in the test A2 test than in A1. The evaluation of the concluding projects using the DrScratch application revealed that the best results were achieved by the pupils with respect to understanding algorithms and in using logical conditions; the worst results related to abstract thinking and parallelism.
Czech name
—
Czech description
—
Classification
Type
C - Chapter in a specialist book
CEP classification
—
OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Result continuities
Project
—
Continuities
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Others
Publication year
2020
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Book/collection name
Epistemological Approaches to Digital Learning in Educational Contexts
ISBN
978-0-367-33379-9
Number of pages of the result
19
Pages from-to
35-53
Number of pages of the book
142
Publisher name
Routledge
Place of publication
Abingdon, Oxon OXI44RN
UT code for WoS chapter
—