Coding in Preschool Science and Mathematics Teaching: Analysis of Scratch Projects of Undergraduate Students
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Resumo
This paper analyzed Scratch projects developed by undergraduate students. The sample consisted of 22 child development students (18 women and four men) in the 2018-2019 academic year. The study adopted an action research design within the scope of a course titled “Teaching Science and Mathematics in Preschool Education.” The research was conducted within 14 weeks. In the first four weeks, we provided participants with training on why and how to use Scratch in science and mathematics teaching. In the following ten weeks, participants designed Scratch projects every week based on age groups, topics, and learning outcomes of their choice. Participants evaluated their projects themselves and also received feedback from peers and academics. Each participant designed ten Scratch projects (five for math and five for science). The data consisted of 220 Scratch projects and design logs. The data were analyzed using content analysis. In the first weeks, participants knew little about the content of Scratch and used one or two characters and mostly control and looks blocks. In the following weeks, they learned more about Scratch and used different Blocks. Anahtar Kelimeler Scratch, science education, mathematics education, preschool education, coding
Dados da obra
- Tipo
- Artigo
- Periódico
- International Journal of Contemporary Educational Research, v. 9, n. 3, p. 460-475
- Editora
- Asya Publishing&Consultancy
- Ano
- 2022 (2022-09)
- Idioma
- en
- Palavras-chave
- scratch; science education; mathematics education; preschool education; coding; Computer Science Education; Computer Software; Science Instruction; Mathematics Instruction; Undergraduate Students; Child Development; Action Research; Teaching Methods; Outcomes of Education; Age Groups; Student Attitudes; Self Evaluation (Individuals); Feedback (Response); Student Projects; Peer Evaluation; Teacher Student Relationship; College Faculty; Programming Languages; early childhood science education; preschool mathematics education; teacher preparation; block-based programming
- Temas
- Pensamento Computacional, Tecnologias Digitais
- DOI
- 10.33200/ijcer.1031848
- ISSN
- 2148-3868
- Licença
- cc-by-nc-nd
- Acesso
- Download disponível
- Fontes
- DOAJ — Directory of Open Access Journals; ERIC — Education Resources Information Center; OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
CIRIT, Didem Karakaya. Coding in Preschool Science and Mathematics Teaching: Analysis of Scratch Projects of Undergraduate Students. International Journal of Contemporary Educational Research, v. 9, n. 3, p. 460-475, 2022. DOI: https://doi.org/10.33200/ijcer.1031848.
APA
Cirit, D. K. (2022). Coding in Preschool Science and Mathematics Teaching: Analysis of Scratch Projects of Undergraduate Students. International Journal of Contemporary Educational Research, 9(3), 460-475. https://doi.org/10.33200/ijcer.1031848
BibTeX
@article{cirit2022,
author = {Cirit, Didem Karakaya},
title = {Coding in Preschool Science and Mathematics Teaching: Analysis of Scratch Projects of Undergraduate Students},
year = {2022},
journal = {International Journal of Contemporary Educational Research},
volume = {9},
number = {3},
pages = {460-475},
publisher = {Asya Publishing\&Consultancy},
doi = {10.33200/ijcer.1031848},
language = {en}
}RIS
TY - JOUR AU - Cirit, Didem Karakaya TI - Coding in Preschool Science and Mathematics Teaching: Analysis of Scratch Projects of Undergraduate Students PY - 2022 JO - International Journal of Contemporary Educational Research VL - 9 IS - 3 SP - 460 EP - 475 DO - 10.33200/ijcer.1031848 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
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