Evaluating Scratch Programs to Assess Computational Thinking in a Science Lesson (Abstract Only)
Jennifer L. Albert, Barry Peddycord, Tiffany M. Barnes · 2015
In this poster, we describe efforts to assess computational thinking activities that can be easily implemented in any science classroom. Studies have shown that a set of conditions must be met for computational thinking tools to be used in K-12 education and that when they are used, there is a wide spectrum in the level of computational thinking that the tool enables. This study extends this work by examining how middle school students translated their science fair projects into Scratch and what evidence of computational thinking is present. Scrape, a tool designed to analyze Scratch projects was used. Overall, it was found that most students simply created a presentation of their project without much complexity. Eight students created interactive projects that required user participation and used more advanced computational concepts. Finally, recommendations are given for next steps in the creation of a series of activities that would scaffold student learning as they apply to computational thinking concepts of a science concept.