Vector Equation of a Line: A Scratch Application

Monteiro, Carlos; Catarino, Paula; Soares, Armando; Fonseca, Benjamim

doi:10.21125/edulearn.2019.1003

Cited by 2 publications

(3 citation statements)

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“…In the field of education, the Scratch programme (Scratch-EDU) is linked to CT skills development [22]. The potential benefits of Scratch-EDU for learning programming through mathematics have activated this field of research [23], because it allows for exploring, thinking, applying and consolidating mathematical concepts [24], where students can check in situ what it is for and how concepts such as negative numbers, planes and coordinate axes [25], angles, degrees, operations or geometry [26] are applied throughout the world. In this way, it reduces the workload of teachers in a teaching-learning task [27], as the students are the protagonists of this process.…”

Section: Development Of Computational Thinking Skillsmentioning

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: Development Of Computational Thinking Skillsmentioning

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 (http://scratch.mit.edu), dibuat oleh Lifelong Kindergarten Group di MIT Media Laboratory, adalah software yang dapat digunakan oleh pemula dalam pengenalan pemrograman [15], [16]. Sistem scratch dibuat dengan bentuk pemrograman visual di mana pengguna dapat mempelajari tentang sintaks pengkodean dengan cara yang intuitif.…”

Section: Hasil Penelitian Dan Pembahasanunclassified

“…Selain itu, telah dikembangkannya modul dan bahan ajar scratch dan diperoleh dalam kategori valid dan layak digunakan oleh guru untuk diimplementasikan kepada siswa [29], [30]. Beberapa materi fisika yang telah dikembangkan oleh peneliti terdahulu menggunakan media scratch yaitu listrik dinamis [8], gerak jatuh bebas dan gerak harmonik sederhana [19], momentum dan impuls [28], [29], vektor [16], optik [16], [26], hukum Oersted [11], dan teori kinetik gas [32].…”

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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Vector Equation of a Line: A Scratch Application

Cited by 2 publications

References 0 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

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

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