An investigation into pre-service teachers’ experiences while transitioning from scratch programming to procedural programming
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Date
Authors
Tijani, Fatimah
Callaghan, Ronel
De Villiers, Johannes Jozua Rian
Journal Title
Journal ISSN
Volume Title
Publisher
Routledge
Abstract
The use of Scratch programming in introducing text-based programming to novices at all levels of education has gained prominence in computer science but is still hardly known among pre-service teachers. With affordances of Scratch in learning text-based programming, we present an experience report on how we supported our first-year pre-service teachers’ learning of procedural programming concepts with Scratch for the first time. The study follows an action research strategy conducted over two cycles with 58 pre-service teachers who were purposively sampled. Findings revealed that Scratch supported the learning of procedural programming by our first-year pre-service teachers to some extent. We, therefore, recommend that pre-service teachers be exposed to more exercises while focusing on challenging concepts such as algorithms, use of variables, repetition and control structures.
Description
Keywords
Action research, Pre-service teachers, Procedural programming, Teaching and learning process framework (TLPF), Scratch programming
Sustainable Development Goals
Citation
Fatimah Tijani , Ronel Callaghan & Rian de Villers (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, 266-278, DOI: 10.1080/18117295.2020.1820798.