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

• In Event: D&D-Roundtable/Poster Session
  In Roundtable Session: D&D-Roundtable Session

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.

Authors

• Presenter: Wenting Zou, University of Texas at Austin

• Presenter: Hsiao-Ping Hsu, Department of Curriculum & Instruction, University of Texas at Austin

• Contributor: Cheng Ting Wang, National Taiwan University of Science and Technology