Designing and comparing two scratch-based teaching approaches for students aged 10--12 years
Nienke van Es, Johan T. Jeuring · 2017
Programming and computational thinking are becoming more important in primary education. This raises the question of how different approaches to teaching programming in primary schools compare with each other. We designed two approaches to teach programming to primary school students. One approach uses the instructionistic 4C/ID model, the other approach uses constructionism. The learning gains of these two approaches were compared using a pre- and post test. In total, 129 students from two different schools participated. A significant difference (p = .020, d = .66) between the two approaches was found on one of the schools, favoring the 4C/ID approach. On the other school and for the total group no significant difference was found.