Abstract
The purpose of the current study was to explore the effect of modality (constructionist mBlock, Scratch, and Python interventions) on six-grade students’ computational thinking, programming attitude, and achievement. The pre-test and post-test quasi-experimental design was used to explore the research questions. The study group consisted of 105 six grade students from three different classes. A constructionist learning environment was formed for Scratch, mBlock, and Python groups. All groups were given 8 week-instruction. Instruction included two forty-minute sessions each week. The data were collected through the programming achievement test, computational thinking test, and computer programming attitude scale. The results of the study showed that mBlock group outperformed the Scratch and Python groups with respect to computer programming attitude. Students who attended mBlock and Scratch groups had higher levels of programming achievement than those of the students who attended the Python group. No significant differences with respect to computational thinking were observed between the groups. This study has implications for educators who are teaching computational thinking and programming. Further research was recommended to explore the effect of modality.
Reference44 articles.
1. Aho, A. V. (2012). Computation and computational thinking. The Computer Journal, 55(7), 832-835.
2. Arnon, I., Cottrill, J., Dubinsky, E., Oktac, A., Fuentes, S. R., Trigueros, M., ... Weller, K. (2013). APOS theory: A framework for research and curriculum development in mathematics education. New York, NY: Springer.
3. Bell T. & Vahrenhold J. (2018). CS unplugged—how is it used, and does ıt work?. In: Böckenhauer HJ., Komm D., Unger W. (Eds), Adventures between lower bounds and higher altitudes (pp. 497-521). Springer, Cham.
4. Brusilovsky, P., Calabrese, E., Hvorecky, J., Kouchnirenko, A., & Miller, P. (1997). Mini-languages: a way to learn programming principles. Education and information technologies, 2(1), 65-83.
5. Cakiroglu, U., Cevik, I., Koseli, E., & Aydin, M. (2021). Understanding students’ abstractions in block-based programming environments: A performance based evaluation. Thinking Skills and Creativity, 41, 100888.