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This study evaluates the effectiveness of visual block programming-based instruction and its possibilities in the training of future teachers. In particular, the application Scratch, a visual programming environment, was employed to introduce pre-service teachers to programming. The study followed a mixed-method design with a sample of 79 pre-service teachers. A quantitative approach was used to evaluate the gains in the participants’ knowledge of computational concepts and attitudes towards Scratch as a pedagogic tool. A qualitative analysis aimed at evaluating the participants’ knowledge concerning programming applications, and their perception about possible difficulties in the implementation of programming in educational contexts. Positive results were obtained for programming in the classroom, with significant improvements in innovation, collaboration, active learning, motivation, and fun for the students. After the experiment, the subjects highlighted Scratch as a fundamental block programming tool and the need for teacher training in this field. The need to improve the implementation of visual block programming in Education Degree curricula is supported.

There is a debate about the way to introduce computational thinking (CT) in schools. Different proposals are on the table; these include the creation of new computational areas for developing CT, the introduction of CT in STEM areas, and the cross-curricular integration of CT in schools. There is also concern that no student should be left behind, independently of their economic situation. To this effect, an unplugged approach is the most cost-effective solution. In addition, this topic is interesting in the context of a pandemic situation that has prevented the sharing of materials between students. This study analyzes an unplugged cross-curricular introduction of CT in the Social Sciences area among sixth grade students. A group of 14 students was selected to carry out an unplugged intervention design—where they were required to program an imaginary robot on paper—in the Social Sciences area. Their CT development and academic results were compared to those of 31 students from the control group who continued attending regular classes. Results showed that an unplugged teaching style of CT in Social Sciences lessons significantly increased CT (p < 0.001) and with a large effect size (d = 1.305) without differences in students’ academic achievement. The findings show that children can potentially develop their CT in non-STEM lessons, learning the same curricular contents, and maintaining their academic results.

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