The effect of block-based programming activities on the computational thinking skills of pre-service primary school teachers
Jan Pršala · Journal of Pedagogical Sociology and Psychology · 2024
The aim of this paper was to analyse the level of computational thinking among pre-service primary school teachers and to measure the effect of block-based activities, in a form of programming projects in Scratch, on the computational thinking and programming skills developed by these pre-service teachers. To assess their knowledge, the Beginners Computational Thinking Test was used. The results indicate that pre-service teachers have a high level of understanding of sequences and loops, but low level of understanding of conditionals. A positive statistically significant difference was found in the understanding before and after they used Scratch.