Teaching, Learning and Assessing Computational Thinking through Programming with Scratch in Primary Schools

Abstract

This doctoral thesis explores the teaching and learning of a competence referred to as ‘computational thinking’ (CT) in the context of Scratch—an especially popular programming environment intended for young learners—in primary school classrooms. CT is an emerging topic in compulsory education that despite age-old roots in the discipline of computing has only recently begun to mature and gain a foothold in school curricula worldwide. It can be perceived as a multifaceted competence that students can learn by programming in age-appropriate ways (e.g. game design, robotics). In practice, however, CT’s journey to arrive in schools has been challenging. From a theoretical viewpoint, the challenges include the lack of uniformly defined concrete educational goals for CT and research-based pedagogical models for teaching and learning CT through programming. Consequently, large-scale studies have revealed shortcomings in teachers’ emphasis on CT and programming education at the grass-roots level. This study sheds light on the topic in four main ways. First, it specifies the educational goals of CT in the context of programming at the primary school level. Second, the study evaluates ways to assess students’ CT in Scratch. Third, it develops new methods for assessing students’ CT. Fourth, the study presents empirical evidence from a case study conducted at the 4th grade level. Acquired through artefact analysis and programming process analysis, the evidence encompasses findings regarding students’ conceptual and practical encounters with CT through creative pair programming with Scratch in authentic classrooms. The main findings of the study include comprehensive rubrics for ‘CT-fostering’ programming contents that students can manipulate and programming activities they can carry out in Scratch. They also include research-based evidence for teaching and learning CT in Scratch in addition to methods of assessing CT in Scratch in primary school classrooms. The broader contributions of the thesis include a tactile, curriculum-oriented outline of what CT can mean for primary education, particularly through programming education. Additionally, the contributions encompass rich evidence-based insight concerning ways CT can be taught and learnt collaboratively in Scratch and how such assessment practices that can enhance students’ CT learning in classrooms (i.e. clarifying learning goals, evincing student understanding and providing feedback) can potentially be facilitated in the classroom. Keywords: computational thinking, programming, Scratch, assessment, pair programming, primary education