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ERIC Number: EJ1406532
Record Type: Journal
Publication Date: 2023
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1049-4820
EISSN: EISSN-1744-5191
The Effects of Goal-Based Scenarios Used for Programming Education of 5th Graders
Emine Kandin; Emine Sendurur
Interactive Learning Environments, v31 n10 p6335-6355 2023
The aim of this study is to investigate the effects of the integration of goal-based scenario (GBS) approach into a block-based coding instruction. Scratch platform was used to find out the effects of GBSs on programming skills of students, who did not have any programming experience. GBSs were used during practice and the development in students' weekly products was examined. This study was designed on the basis of mixed methodology. The quasi-experimental part includes experimental and control groups. The groups received the same lecture by the same lecturer, but in the laboratory sessions the practicing approach was designed separately. The experimental group received GBS integrated tasks. The scenario flow of each week occurred through an existing character. The students completed 10 products during one semester. The scores of students' weekly products, observation notes of the researchers, pre and post-test scores, and interview data were analyzed and used in a complimentary manner. The analyses showed that GBS integration significantly affected the knowledge and skill improvement in block-based programming. The knowncontributions of block-based tools were also observed, but the realistic nature of GBSs contributed the programming instruction in the affective dimension. They served as tools for motivation, scaffolding, and monitoring.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A