Teaching with Scratch in Compulsory Secondary Education

Abstract

Abstract-The article analyzes the impact that the use of Scratch has in a group of students of Compulsory Secondary Education in the development of the teaching unit. For this we have studied the evolution of creative thought and analyzed the considerations made by the different actors involved, students and teachers. Qualitative and quantitative data are intended to complement the type of evidence and notes in research design followed. The tools used were the interview, field notes, diary of the researcher and the rubric adapted and created by Eduteka. The research results indicate that with the use of Scratch language students get better grades and are more motivated. As a conclusion, we can say that the application of the Scratch program improves school performance and student motivation significantly.

Mathematics education for relevance, responsiveness, and viability in Africa within the Fourth Industrial Revolution era

“…According to Ortiz-Colon and Romo (2016) and McGill (2012), learners' attitudes are favourably influenced by robotic applications. LEGO® MINDSTORMS® robotics education kit garnered learners' attention and boosted their enthusiasm for related reading (McGill 2012).…”

“…LEGO® MINDSTORMS® robotics education kit garnered learners' attention and boosted their enthusiasm for related reading (McGill 2012). Furthermore, according to Ortiz-Colon and Romo (2016), LEGO®-based applications boost learner interest in academics. It was found that learners actively engaged in robot-related activities and that these activities effectively encouraged them.…”

Students’ Strategic Thinking Ability Enhancement in Applying Scratch for Arduino of Block Programming in Computational Physics Lecture

“…The purpose of making this software is to ease high school and college students in learning programming and electronics. Moreover, S4A can improve high school students' motivation and performance according to references (Ortiz-Colón, 2016). Arduino programming can be easily applied to pictorial blocks with the help of S4A.…”

Use of Scratch for the Teaching of Second Languages

“…In order to develop these learning resources, teachers have made use of the technological resources at each point in time. Thus, immediately before the introduction of new technologies, physical means were usually employed, such as [38] books providing the grammar contents and the exercises to exercise vocabulary and grammatical structures, reading books in the language being studies, adapted to the various skill levels, bilingual printed dictionaries, tapes or discs with sound recordings used for aural comprehension, videos to work on audiovisual comprehension (verbal and nonverbal language), vocabulary flash cards, etc. These resources were effective (and in fact some of them are still used), but they had some limitations which will be discussed [40].…”

“…The success of this simple programming language is due to several factors [28], mainly the use of typical gaming elements to motivate and facilitate the learning of programming, the possibilities for innovation and creativity offered to create educational resources in the form of animated stories [12], the great capacity for configuration and adaptability (as own or created images, backgrounds, and sounds can be used), and the vast number of available resources to work with Scratch [37], given that the software as well as the programs created are free, and anyone can access the programs created by other people, copy them, reuse them, modify them, etc. Likewise, the project gives users a set of supporting learning materials, such as manuals, videos, FAQs, and support for teachers.…”