The impact of using Scratch to promote algorithmic thinking in higher education students
DOI:
https://doi.org/10.35622/j.rie.2023.05v.006Keywords:
higher education, technopedagogical strategy, algorithmic thinking, ScratchAbstract
This research work presents the proposal of a technopedagogical intervention strategy aimed at promoting algorithmic thinking. The construct of algorithmic thinking is defined, and the selected technopedagogical strategy is described, which involves the use of the Scratch programming environment to develop algorithmic thinking through an electronic platform. The research was conducted using a quantitative, cross-sectional, and descriptive approach with a pretest-posttest design for a group of 48 students majoring in Computer Systems Administration at the University of Veracruz who were taking the educational experience in Algorithm Design and Implementation. The Wilcoxon test for related samples in SPSS was used to accept or reject the research hypothesis, which allowed for the observation of favorable results in the posttest compared to the pretest, concluding that the use of Scratch contributes to algorithmic thinking skills.
References
Altun, A., & Kasalak, İ. (2018). Perceived self-efficacy scale development study related to block-based programming: Scratch case. Educational Technology Theory and Practice, 8(1), 209-225. https://doi.org/10.17943/etku.335916 DOI: https://doi.org/10.17943/etku.335916
Babori, A., Fassi, H., F., Hariri, A. & Bideq, M. (2016). An e-Learning environment for algorithmic: Toward an active construction of skills. World Journal on Eductional Technology: Current Issues. 8(2), 82-90. DOI: https://doi.org/10.18844/wjet.v8i2.819
Berlanga Silvestre, V., y Rubio Hurtado, M. J. (2012). Clasificación de pruebas no paramétricas. Cómo aplicarlas en SPSS. Revista d’Innovació i Recerca En Educació, 5(2), 101–113. https://doi.org/10.1344/reire2012.5.2528
Biju, S. M. (2019). Benefits of Working in Pairs in Problem Solving and Algorithms - Action Research. Athens Journal of Education, 6(3), 223–236. https://doi.org/10.30958/aje.6-3-4 DOI: https://doi.org/10.30958/aje.6-3-4
Blanco-Hamad, A., Salgado, A. & Alonso, I. (2016). Habilidades para la algoritmización computacional en la Licenciatura en Educación: Especialidad Educación Laboral-Informática. Revista Maestro y Sociedad, 13(1), pp. 16-28.
Buyukkarci, A., & Taslidere, E. (2021). The Effect of Coding Education on Students’ Efficiency and Scratch Achievements. i-manager's. Journal of Educational Technology, 18(2), 63-74. https://doi.org/10.26634/jet.18.2.17970 DOI: https://doi.org/10.26634/jet.18.2.17970
Byrka, M.F., Sushchenko, A.V., Svatiev, A.V. Mazin, V.M., & Veritov, O.I. (2021). A New Dimension of Learning in Higher Education: Algorithmic Thinking. Propósitos y Representaciones, 9(SPE2), e990. http://dx.doi.org/10.20511/pyr2021.v9nSPE2.990 DOI: https://doi.org/10.20511/pyr2021.v9nSPE2.990
Campbell, O. O., & Atagana, H. I. (2022). Impact of a Scratch programming intervention on student engagement in a Nigerian polytechnic first-year class: verdict from the observers. Heliyon, 8(3). https://doi.org/10.1016/j.heliyon.2022.e09191 DOI: https://doi.org/10.1016/j.heliyon.2022.e09191
Çatlak, S., Tekdal, M., & Baz, F. Ç. (2015). The status of teaching programming with scratch: a document review work. Journal of Instructional Technologies & Teacher Education, 4(3), 13-25.
Chezzi, C. M., Salvarredi, M., Casañas, F. A., Giupponi, D. M. M., & Anzardi, A. I. (2017). Estrategia de motivación para el razonamiento de algoritmos computacionales mediante juegos. Repositorio Institucional Abierto. http://hdl.handle.net/20.500.12272/2266
Cohen, L., & Manion, L. (1990). Métodos de Investigación educativa. La Muralla, S.A.
Estrada Aro, W. M. (2016). Software Pseint en los niveles cognitivos en estudiantes del curso Principios de Algoritmos de la Universidad Tecnológica del Perú – Lima. [Tesis Doctoral, Universidad Tecnológica del Perú]. Repositorio de la Universidad Tecnológica del Perú https://hdl.handle.net/20.500.12692/4198
Gómez-Gómez, M, Danglot-Banck, C., & Vega-Franco, L. (2003). Sinopsis de pruebas estadísticas no paramétricas. Cuando usarlas. Revista Mexicana de Pediatría. 70(2),91-99.
Guerrero Posadas, M., & García Orozco, J. (2016). Desarrollo Del Pensamiento Algorítmico Con El Apoyo De Objetos De Aprendizaje Generativos. Píxel-Bit, Revista de Medios y Educación, 49, 163–175. https://doi.org/10.13140/RG.2.1.4709.5921 DOI: https://doi.org/10.12795/pixelbit.2016.i49.11
Güler, Ç. (2021). Algorithmic Thinking Skills without Computers for Prospective Computer Science Teachers. Journal of Theoretical Educational Science, 14(4), 570-585. https://doi.org/10.30831/akukeg.892869 DOI: https://doi.org/10.30831/akukeg.892869
Hermans, F. (2020). Hedy: A Gradual Language for Programming Education. ICER 2020 - Proceedings of the 2020 ACM Conference on International Computing Education Research, 259–270. https://doi.org/10.1145/3372782.3406262 DOI: https://doi.org/10.1145/3372782.3406262
Hernández, R., Fernández, C. y Baptista, P. (2014). Metodología de la investigación. MacGrawHill.
Hubalovsky, S., & Korinek, O. (2015). Evaluation of Algorithmic Thinking of Students Using Control Testing Environment. International Journal of Education and Information Technologies, 9.
İlic, U. (2021). The impact of Scratch-assisted instruction on computational thinking (CT) skills of pre-service teachers. International Journal of Research in Education and Science (IJRES), 7(2), 426-444. https://doi.org/10.46328/ijres.1075 DOI: https://doi.org/10.46328/ijres.1075
Lockwood, E., Asay, A., DeJarnette, A. F., & Thomas, M. (2016). Algorithmic thinking: An initial characterization of computational thinking in mathematics. 38th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 1588–1595.
López, P. (2016). Prueba de bondad de ajuste a una distribución normal. Revista Enfermería Del Trabajo, 6(3), 105–114.
Mac Gaul de Jorge, M. I., López, M. F., & Olmo, A. P. D. (2008, 12-13 de junio). Resolución de problemas computacionales: análisis del proceso de aprendizaje [Sesión de Conferencia]. Congreso de Tecnología en Educación y Educación en Tecnología. Argentina, Buenos Aires. http://sedici.unlp.edu.ar/handle/10915/19049
Malan, D. J., & Leitner, H. H. (2007). Scratch for Budding Computer Scientists Terms of Use Scratch for Budding Computer Scientists. ACM SIGCSE Bulletin 39(1), 223–227. DOI: https://doi.org/10.1145/1227504.1227388
Martín, D., & Calvillo, A. J. (2017). The Flipped Learning: Guía "Gamificada" para novatos y no tan novatos. Universidad Internacional de La Rioja.
Nikula, U., Gotel, O., & Kasurinen, J. (2011). A Motivation Guided Holistic Rehabilitation of the First. ACM Transactions on Computing Education, 11(4), 1- 38. https://doi.org/10.1145/2048931.2048935 DOI: https://doi.org/10.1145/2048931.2048935
Novales, A. (2010). Análisis de regresión. Universidad Complutense de Madrid.
Pérez-Narváez, H. O., Roig Vila, R., y Jaramillo Naranjo, L. (2020). Uso de SCRATCH en el aprendizaje de Programación en Educación Superior. Cátedra, 3(1), 28–45. https://doi.org/10.29166/10.29166/catedra.v3i1.2006 DOI: https://doi.org/10.29166/10.29166/catedra.v3i1.2006
Posso, M.E. & Murcia, E. (2022). Las “actividades desconectadas” y el desarrollo del pensamiento algorítmico [Tesis de Maestría, Universidad Católica de Pereira]. Repositorio de la Universidad Católica de Pereira http://hdl.handle.net/10785/9635.
Ramos-Galarza, C. (2021). Editorial: Diseños de investigación experimental. CienciAmérica, 10(1), 1–7. https://doi.org/10.33210/ca.v10i1.356 DOI: https://doi.org/10.33210/ca.v10i1.356
Resnick, M., Maloney, J., Monroy-Hernández, A., Rusk, N., Eastmond, E., Brennan, K., Millner, A., Rosenbaum, E., Silver, J., Silverman, B., & Kafai, Y. (2009). Scratch: Programming for all. Communications of the ACM, 52(11), 60–67. DOI: https://doi.org/10.1145/1592761.1592779
Ritter, F., & Standl, B. (2023). Promoting Student Competencies in Informatics Education by Combining Semantic Waves and Algorithmic Thinking. Informatics in Education, 22(1), 141–160. https://doi.org/10.15388/infedu.2023.07 DOI: https://doi.org/10.15388/infedu.2023.07
Saez, A., Febe, C., Puentes, U., & Menéndez, J. (2015). El desarrollo de la habilidad: implementar algoritmos. Teoría para su operacionalización. Revista Cubana de Ciencias Informáticas, 9(3), 99–112.
Salas, E. (2013). Diseños preexperimentales en psicología y educación: Una revisión conceptual. Liberabit revista de psicología, 19(1), 133-141.
Salgado, A., Alonso, I., Sánchez, G., & Tardo, Y. (2013). Didáctica de la resolución de problemas de Programación Computacional. Pedagogía Universitaria, 18(4). 62-74.
Tijani, F., Callaghan, R., & de Villers, R. (2020). An Investigation into Pre-service Teachers’ Experiences While Transitioning from Scratch Programming to Procedural Programming. African Journal of Research in Mathematics, Science and Technology Education, 24(2), 1–13. https://doi.org/10.1080/18117295.2020.1820798 DOI: https://doi.org/10.1080/18117295.2020.1820798
Turcios, R. A. S. (2015). T-Student: Usos y abusos. Revista Mexicana de Cardiologia, 26(1), 59–61.
Ülker, E. D. (2020). The effect of applying 4-stages on learning analysis and design of algorithms. Cypriot Journal of Educational Sciences, 15(5), 1238–11248. https://doi.org/10.18844/CJES.V15I5.4621 DOI: https://doi.org/10.18844/cjes.v15i5.4621
Vidal, C. L., Cabezas, C., Parra, J. H., & López, L. P. (2015). Experiencias prácticas con el uso del lenguaje de programación scratch para desarrollar el pensamiento algorítmico de estudiantes en Chile. Formación Universitaria, 8(4), 23–32. https://doi.org/10.4067/S0718-50062015000400004 DOI: https://doi.org/10.4067/S0718-50062015000400004
Published
Issue
Section
License
Copyright (c) 2023 María Velasco-Ramírez, Alma Otero-Escobar (Autor/a)
This work is licensed under a Creative Commons Attribution 4.0 International License.
