Exploring the Effect of Training in Visual Block Programming for Preservice Teachers

Abstract

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.

A Trajectory for Advancing the Meta-Cognitive Solving of Mathematics-Based Programming Problems with Scratch

“…To conclude, Sáez-López et al [57] found that Scratch resulted in significant improvements in innovation, collaboration, active learning, and motivation for prospective teachers. Schmidt-Crawford et al [58] reported that coding experiences through Scratch and programs similar to it, such as Scratch Junior and Code.org that teach coding, evolves into a commonplace activity for both prospective and in-service teachers.…”

Developing pre-service teachers’ computational thinking: a systematic literature review

“…After receiving training, the CT ability of pre-service teachers significantly improved, which was reflected in their better understanding of CT concepts, critical thinking, innovation abilities, abstraction abilities, and so on (Pala & Mıhçı Türker, 2021 ; Saez-Lopez et al, 2020 ). Overall, interventions in 38 studies were found to be effective based on pre- and post-trial data presented in the literature.…”

“…18–40 years old CT course Critical thinking creative thinking problem solved programming or coding skills, scratch Esteve-Mon et al ( 2019 ) 114 Spanish preservice teachers 64% females and 36% males. The average age of participants was 20 The Educational robotics intervention Problem solved programming or coding skills CT concept scratch Dağ ( 2019 ) 26 pre-service teachers Department of Computer Education of the Faculty of Education CT course Programming or coding skills Scratch small basic alice Piedade et al ( 2020 ) 26 pre-service informatics teachers 57.6%% females and 42.4% males 22–56 years old The Educational robotics intervention Debugging CT concept algorithmic thinking Not reported Looi et al ( 2020 ) 329 preservice teachers 208 of them were trained in teaching non-STEM subjects CT seminar Algorithmic thinking problem solved programming or coding skills Not reported Sáez-López et al ( 2020 ) 79 pre-service teachers 72.2% females and 27.8% males Scratch Debugging problem solved programming or coding skills scratch Zha et al ( 2020 ) 15 preservice teachers 14 females and 1 male. 13 majored in elementary education and 2 majored in secondary education Hopscotch problem solved programming or coding skills CT concept …”

Challenging but Full of Opportunities: Teachers’ Perspectives on Programming in Primary Schools

“…While secondary school teachers may be expected to be adequately educated in their subjects and computing is usually a dedicated subject, the education of primary school teachers who usually teach several subjects without specialising on one particularly [30] has been reported to be insufficient [34]. In order to support primary school teachers it is important to improve their education to better prepare them for programming at primary schools, for example by teaching them to program with Scratch [12,32,40].…”