Scratch day to introduce robotics

Merino, Pedro; Sancristobal, Elio; Carro, Germán; Castro, Manuel; Blázquez, Manuel

doi:10.1109/educon.2018.8363230

Cited by 23 publications

(5 citation statements)

References 17 publications

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“…Thanks to Scratch's multilingual support available in more than 50 languages, languages can be learned [44] and this makes it accessible to a wide variety of people from different cultural and linguistic backgrounds. As a result of this internationalisation, "Scratch Day" [45] or "Hour of Code" [46], i.e., worldwide gatherings where schools celebrate the use of this tool, can be large or small events, for beginners or for more experienced "Scratchers".…”

Section: Scratch In Educationmentioning

confidence: 99%

Analysis of Scratch Software in Scientific Production for 20 Years: Programming in Education to Develop Computational Thinking and STEAM Disciplines

Dúo-Terrón

2023

Education Sciences

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Scratch is an educational software based on visual programming blocks. It was created in 2003 by the Massachusetts Institute of Technology Media Lab (MIT) and it develops computational thinking (CT) skills from an early age in schools and allows STEM (science, technology, engineering and mathematics) projects to be carried out. The aim of this research is to know the development of the scientific production of the Scratch programme in the educational field in scientific articles in WoS and its link with the STEM field. The methodology used in this study is of a bibliometric nature with an analysis of the development in the scientific literature and co-words. The Scratch in Education (Scratch-EDU) programme has been studied using the Web of Science (WoS) database. WoS, Vosviewer and SciMAT were used to extract the results and a total of 579 manuscripts were analysed. The results of the study show that the first scientific article on Scratch published in WoS dates back to 2004, although it is from 2011 when a considerable volume of studies began to appear in the scientific literature, and moreover, in recent years the scientific literature relates Scratch-EDU with topics and keywords related to the STEM field. The conclusions of the study are that the Scratch programme has had a progressive evolution in the scientific field related to education from 2012 to 2020, mainly in proceedings papers, with a decrease in manuscripts in the last two years. The emerging themes and keywords that have most influenced Scratch-EDU manuscripts in recent years are related to the terms “Implementation” and “Curriculum”, connected in turn, with terms such as “pedagogy”, “public school” or “students”. Another term that stands out in the development of scientific evolution is “Computational Thinking”, associated with topics such as “Primary Education”, “Learning” or “Problem Solving”. Finally, a discussion and conclusion of the results has been carried out, which can serve as a turning point for future lines of research on programming and CT in the STEM field from an early age in education.

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Section: Scratch In Educationmentioning

confidence: 99%

Analysis of Scratch Software in Scientific Production for 20 Years: Programming in Education to Develop Computational Thinking and STEAM Disciplines

Dúo-Terrón

2023

Education Sciences

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“…STEAM robotics instruction gives imaginative challenges and openings for school-level learners to create one-of-a-kind concepts and advanced learning skills (Afari & Khine, 2017). STEAM with educational robotic kits is an efficient approach because they encourage the ease with which pupils can connect among STEAM disciplines (Plaza et al, 2020;Plaza et al, 2018). Robotic kits like LEGO's, connected with a block-based programming language like Scratch, can help the pupil's fundamental programming learning (Dorling & White, 2015;Ruzzenente et al, 2012).…”

Section: Steam and Educational Roboticsmentioning

confidence: 99%

Experimental commands development for LEGO WeDo 2.0 in Python language for STEAM robotics advanced classes

Anastasaki

Vassilakis

2022

Adv Mobile Learn Educ Res

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In STEAM education, Lego WeDo 2.0 robot kit is a well-known tool for introducing educational robotics in elementary schools. This kit teaches students the skills necessary for future success. It provides a wide array of educational opportunities across subjects, along with lessons and other digital resources. This article presents experimental commands/functions development in Python programming language through a Raspberry Pi, permitting a suitable connection to the Lego WeDo 2.0 robot based on Scratch WeDo 2.0 commands for STEAM robotics learning in advanced classes. The main reasons for developing the commands are that Scratch language is a novice programming, and students gain incorrect perceptions of programming behaviour. In contrast, Python is real-world programming, in which students can utilise the language in future careers, and students can also create dynamic programs in Python using WeDo 2.0. Additionally, in this study, some projects are presented using the constructed Python functions developed by us versus the same programs in Scratch as examples for activities in the STEAM classrooms using Lego WeDo 2.0 Robot Kit. The limitation of this study was the lack of testing functions in actual instructive practice for data collection about the effectiveness of Python WeDo 2.0 commands in the classroom. The contribution of this study lies in the novelty framework of the development of WeDo 2.0 Python functions, which can be utilised in STEAM robotics advanced classrooms for learning in the fields of science, technology, engineering, the arts and mathematics.

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“…Penyusunan puzzle dalam sebuah program mampu mencegah kesalahan sintaksis sepele yang dapat menyebabkan siswa menjadi kesulitan dalam belajar. Hal ini sejalan dengan penelitian Armoni Scratch 2.0 merupakan versi terbaru yang menyediakan penggunaan secara online maupun offline [12], [22]. Hal ini dapat mengurangi kesulitan dalam pembelajaran jarak jauh, salah satunya adalah pembelajaran yang mengharuskan siswa belajar online.…”

Section: Gambar 1 Tampilan Scratchunclassified

“…Keterampilan yang dapat ditingkatkan melalui media pembelajaran Scratch yaitu keterampilan berpikir komputasi (computational thinking) [36]. Hal ini didukung oleh penelitian terdahulu yang menyatakan bahwa scratch mampu meningkatkan keterampilan computational thinking sebagai kemampuan untuk terlibat dalam pemecahan masalah menggunakan perangkat komputasi; memanfaatkan sistem komputasi baik online maupun offline; mengumpulkan, mengatur dan menyajikan data secara visual; menggunakan data untuk mencapai abstraksi dan memecahkan masalah; mengembangkan algoritme untuk menggunakan perangkat komputasi secara efisien menggunakan urutan, loop, peristiwa, dan kondisi; dan kemampuan untuk memodifikasi, mengulang, menguji, dan men-debug algoritme tersebut satu per satu secara kolektif [15], [22], [37]- [39]. Aspek keterampilan computational thinking (CT skill) yang dapat ditingkatkan melalui media scratch ditunjukkan pada Tabel 1.…”

Section: Gambar 1 Tampilan Scratchunclassified

Meta-Analisis Media Scratch terhadap Keterampilan Computational Thinking Siswa SMA dalam Pembelajaran Fisika

Widiningrum

Hardyanto

Wahyuni

et al. 2021

JRKPF

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Pembelajaran jarak jauh membuat siswa kesulitan dalam belajar fisika yang abstrak sehingga diperlukan media yang menarik minat belajar siswa. Scratch merupakan salah satu media yang mendukung dalam pelaksanaan pembelajaran tersebut. Tujuan penelitian ini adalah mengetahui kelebihan dan kekurangan serta keterampilan computational thinking selama menggunakan media pembelajaran scratch pada fisika jenjang SMA. Metode yang digunakan adalah Systematic Literature Review dengan analisis deskriptif kualitatif. Scratch mampu meningkatkan keterampilan computational thinking siswa karena didesain untuk mengembangkan kreatifitas dengan membuat animasi dan simulasi, kemampuan berpikir secara sistematis, kolaboratif dan dapat merealisasikan algoritma sehingga mampu menerapkan pola pikir logika yang dapat membuat konsep sederhana menjadi kompleks dalam pembelajaran fisika.

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Scratch day to introduce robotics

Cited by 23 publications

References 17 publications

Analysis of Scratch Software in Scientific Production for 20 Years: Programming in Education to Develop Computational Thinking and STEAM Disciplines

Analysis of Scratch Software in Scientific Production for 20 Years: Programming in Education to Develop Computational Thinking and STEAM Disciplines

Experimental commands development for LEGO WeDo 2.0 in Python language for STEAM robotics advanced classes

Meta-Analisis Media Scratch terhadap Keterampilan Computational Thinking Siswa SMA dalam Pembelajaran Fisika

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