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Using Dr. Scratch as a Formative Feedback Tool to Assess Computational Thinking

Using Dr. Scratch as a Formative Feedback Tool to Assess Computational Thinking

Peter Rich, Samuel Frank Browning
Copyright: © 2022 |Pages: 23
ISBN13: 9781668424117|ISBN10: 1668424118|EISBN13: 9781668424124
DOI: 10.4018/978-1-6684-2411-7.ch026
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MLA

Rich, Peter, and Samuel Frank Browning. "Using Dr. Scratch as a Formative Feedback Tool to Assess Computational Thinking." Research Anthology on Computational Thinking, Programming, and Robotics in the Classroom, edited by Information Resources Management Association, IGI Global, 2022, pp. 550-572. https://doi.org/10.4018/978-1-6684-2411-7.ch026

APA

Rich, P. & Browning, S. F. (2022). Using Dr. Scratch as a Formative Feedback Tool to Assess Computational Thinking. In I. Management Association (Ed.), Research Anthology on Computational Thinking, Programming, and Robotics in the Classroom (pp. 550-572). IGI Global. https://doi.org/10.4018/978-1-6684-2411-7.ch026

Chicago

Rich, Peter, and Samuel Frank Browning. "Using Dr. Scratch as a Formative Feedback Tool to Assess Computational Thinking." In Research Anthology on Computational Thinking, Programming, and Robotics in the Classroom, edited by Information Resources Management Association, 550-572. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-6684-2411-7.ch026

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Abstract

This study investigated if using Dr. Scratch as a formative feedback tool would accelerate students' Computational Thinking (CT). Forty-one 4th-6th grade students participated in a 1-hour/week Scratch workshop for nine weeks. We measured pre- and posttest results of the computational thinking test (CTt) between control (n = 18) and treatment groups (n = 23) using three methods: propensity score matching (treatment = .575; control = .607; p = .696), information maximum likelihood technique (treatment effect = -.09; p = .006), and multiple linear regression. Both groups demonstrated significantly increased posttest scores over their pretest (treatment = +8.31%; control = +5.43%), showing that learning to code can increase computational thinking over a 2-month period. In this chapter, we discuss the implications of using Dr. Scratch as a formative feedback tool the possibilities of further research on the use of automatic feedback tools in teaching elementary computational thinking.

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