Factors Influencing Lower Secondary School Pupils' Success in Programming Projects in Scratch

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F20%3A10416059" target="_blank" >RIV/00216208:11410/20:10416059 - isvavai.cz</a>

Výsledek na webu

<a href="https://doi.org/https://doi.org/10.1007/978-3-030-63212-0" target="_blank" >https://doi.org/https://doi.org/10.1007/978-3-030-63212-0</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1007/978-3-030-63212-0" target="_blank" >10.1007/978-3-030-63212-0</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Factors Influencing Lower Secondary School Pupils' Success in Programming Projects in Scratch

Popis výsledku v původním jazyce

In the Czech Republic, a radical change in the school curriculum is planned. Through a new, compulsory subject of &quot;Informatics and ICT&quot;, the aim is to develop digital literacy across all school subjects, and computational think-ing. Computational thinking will be implemented in the curriculum of pre-primary, primary, lower and upper secondary schools, and in teacher educa-tion at all faculties of education in the Czech Republic. To ensure readiness for the implementation of the new subject, it has been necessary to prepare and develop a set of learning materials for pupils and teaching guidelines for teachers. These textbooks focus on robotics, programming (Scratch, Python), and theoretical concepts from Informatics. This paper describes a qualitative study aimed at identifying key factors influencing lower secondary pupils&apos; success in completing some activities related to programming in Scratch. Data were gathered from the feedback of five teachers and 121 pupils at five lower secondary schools, and from the researchers&apos; observation reports from school visits. The key findings of the study showed that pupils&apos; success pro-gramming in Scratch depends on their motivation to the theme of the Scratch activity, a positive climate in the learning environment, peer collab-oration, and freedom in ways to learn new concepts and to find solutions to given problems. Programming in Scratch is promising in developing pupils&apos; creativity and decision-making in problem-solving. Additionally, a stress-free, non-threatening, learning environment, where the teacher appreciates the enthusiasm, thinking process and effort of pupils to find an original solu-tion has a positive influence on their success.

Název v anglickém jazyce

Factors Influencing Lower Secondary School Pupils' Success in Programming Projects in Scratch

Popis výsledku anglicky

In the Czech Republic, a radical change in the school curriculum is planned. Through a new, compulsory subject of &quot;Informatics and ICT&quot;, the aim is to develop digital literacy across all school subjects, and computational think-ing. Computational thinking will be implemented in the curriculum of pre-primary, primary, lower and upper secondary schools, and in teacher educa-tion at all faculties of education in the Czech Republic. To ensure readiness for the implementation of the new subject, it has been necessary to prepare and develop a set of learning materials for pupils and teaching guidelines for teachers. These textbooks focus on robotics, programming (Scratch, Python), and theoretical concepts from Informatics. This paper describes a qualitative study aimed at identifying key factors influencing lower secondary pupils&apos; success in completing some activities related to programming in Scratch. Data were gathered from the feedback of five teachers and 121 pupils at five lower secondary schools, and from the researchers&apos; observation reports from school visits. The key findings of the study showed that pupils&apos; success pro-gramming in Scratch depends on their motivation to the theme of the Scratch activity, a positive climate in the learning environment, peer collab-oration, and freedom in ways to learn new concepts and to find solutions to given problems. Programming in Scratch is promising in developing pupils&apos; creativity and decision-making in problem-solving. Additionally, a stress-free, non-threatening, learning environment, where the teacher appreciates the enthusiasm, thinking process and effort of pupils to find an original solu-tion has a positive influence on their success.

Druh

D - Stať ve sborníku

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2020

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

Informatics in Schools. Engaging Learners in Computational Thinking

ISBN

978-3-030-63211-3

ISSN

0302-9743

e-ISSN

—

Počet stran výsledku

11

Strana od-do

119-129

Název nakladatele

Springer Nature Switzerland

Místo vydání

Springer, Cham

Místo konání akce

Talin

Datum konání akce

16. 11. 2020

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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