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- MakaleAçık Erişim2023Scopus SJRQ3Online scratch activities during the COVID-19 pandemic: Computational and creative thinking
Cırıt, Didem Karakaya; Aydemir, Selçuk
This paper investigated the effect of online Scratch activities on college students’ computational and creative thinking. The study adopted a mixed research design including one group pretest-posttest. The sample consisted of 24 child development undergraduates (23 female and 1 male) in the 2019-2020 academic year. The research was carried out in “Teaching science and mathematics in preschool education” course and lasted 12 weeks. The participants developed Scratch projects based on eight learning outcomes (four math and four science). Data were collected using the Computational Thinking Scale, the Marmara Creative Thinking Dispositions Scale, and reflective journals. The quantitative data were analyzed using a paired sample t-test. The qualitative data were analyzed using content analysis. The results showed that Scratch activities helped students develop computational and creative thinking. The results of this study provide evidence that Scratch activities develop the students’ higher order skills. Ultimately, this research study recommends that Scratch activities ought to be integrated to science and mathematics education curriculums.
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İncele - MakaleAçık Erişim2022Coding in Preschool Science and Mathematics Teaching: Analysis of Scratch Projects of Undergraduate Students
Cırıt, Didem Karakaya
This paper analyzed Scratch projects developed by undergraduate students. The sample consisted of 22 child development students (18 women and four men) in the 2018-2019 academic year. The study adopted an action research design within the scope of a course titled “Teaching Science and Mathematics in Preschool Education.” The research was conducted within 14 weeks. In the first four weeks, we provided participants with training on why and how to use Scratch in science and mathematics teaching. In the following ten weeks, participants designed Scratch projects every week based on age groups, topics, and learning outcomes of their choice. Participants evaluated their projects themselves and also received feedback from peers and academics. Each participant designed ten Scratch projects (five for math and five for science). The data consisted of 220 Scratch projects and design logs. The study included a thematic content analysis. In the first weeks, participants knew little about the content of Scratch and used one or two characters and mostly control and look blocks. In the following weeks, they learned more about Scratch and used different blocks.
AtıfScopus2OpenAlex2İncele