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R-19 Teaching Scratch Programming in flipped classroom and inquiry-based learning contexts

Thu, Oct 25, 9:00 to 10:45am, Muehlebach, Royal Exhibit Hall

Short Description

This study explored the effect of an instructional approach which combines flipped teaching and inquiry-based learning on 103 fifth graders' learning of programming in an after-school program for 12 weeks. Under this instructional approach, the teacher selected online tutorials and designed problem-solving scenarios for students acquire and apply their knowledge of Scratch programming. The results showed there were significant improvement on students' digital problem-solving ability and digital self-efficacy after the program.

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