Mathematics and Science Teacher’s Conception and Reflection on Computer Programming with Scratch: Technological and Pedagogical Standpoint

Aloys Iyamuremye, Ezechiel Nsabayezu
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引用次数: 1

Abstract

The current study investigates teachers' conception and reflection of computer programming from scratch in terms of technological and pedagogical standpoint. Mixed research approaches typically achievement tests and interviews were used to collect quantitative and qualitative data respectively. A total of twenty-one Mathematics and Science teachers were randomly selected to participate in the study. A paired t-test was used to analyze quantitative data from pre and post-test, while descriptive and interpretive analyses were used to analyze qualitative data from the interview. The results of the study showed that Mathematic and Sciences teachers have a great conception of scratch programming after attending scratch programming. There was a significant difference in mean between pre and post-test (p ˂ 0.05). It was also found that scratch is an effective pedagogical tool for teaching and learning Mathematics and Sciences. In addition, teachers expressed positive views of using scratch in teaching and learning Mathematics and Sciences as it helps them to visualize abstract content, motivate students, increase students' interest, critical thinking, and problem-solving skills, act as an assessment tool and increase student's academic performance.
数理教师对Scratch编程的概念与思考:技术与教学的观点
本研究从技术和教学的角度考察了教师对计算机程序设计从零开始的概念和反思。混合研究方法,典型的成就测试和访谈分别用于收集定量和定性数据。本研究随机抽取了21名数理教师参与研究。对前测和后测的定量数据采用配对t检验,对访谈的定性数据采用描述性和解释性分析。研究结果表明,数学与科学教师在参加了scratch编程课程后,对scratch编程有了很大的了解。测试前后的平均值差异有统计学意义(p小于0.05)。研究还发现,scratch是一种有效的数学和科学教学工具。此外,教师们对在数学和科学的教学中使用scratch表达了积极的看法,因为它有助于他们将抽象内容形象化,激发学生的积极性,提高学生的兴趣,批判性思维和解决问题的能力,作为一种评估工具,提高学生的学习成绩。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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