Journal of Pedagogical Sociology and Psychology
The effect of block-based programming activities on the computational thinking skills of pre-service primary school teachers
Jan Pršala 1
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1 Department of Applied Cybernetics, Faculty of Science, University of Hradec Králové, Czechia
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Journal of Pedagogical Sociology and Psychology, 2024 - Volume 6 Issue 3, pp. 1-9
https://doi.org/10.33902/jpsp.202426267

Article Type: Research Article

Published Online: 25 May 2024

Views: 1037 | Downloads: 661

ABSTRACT
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.     
KEYWORDS
students’ gender school location correlation academic achievement in economics
In-text citation: (Pršala, 2024)
Reference: Pršala, J. (2024). The effect of block-based programming activities on the computational thinking skills of pre-service primary school teachers. Journal of Pedagogical Sociology and Psychology, 6(3), 1-9. https://doi.org/10.33902/jpsp.202426267
In-text citation: (1), (2), (3), etc.
Reference: Pršala J. The effect of block-based programming activities on the computational thinking skills of pre-service primary school teachers. Journal of Pedagogical Sociology and Psychology. 2024;6(3), 1-9. https://doi.org/10.33902/jpsp.202426267
In-text citation: (1), (2), (3), etc.
Reference: Pršala J. The effect of block-based programming activities on the computational thinking skills of pre-service primary school teachers. Journal of Pedagogical Sociology and Psychology. 2024;6(3):1-9. https://doi.org/10.33902/jpsp.202426267
In-text citation: (Pršala, 2024)
Reference: Pršala, Jan. "The effect of block-based programming activities on the computational thinking skills of pre-service primary school teachers". Journal of Pedagogical Sociology and Psychology 2024 6 no. 3 (2024): 1-9. https://doi.org/10.33902/jpsp.202426267
In-text citation: (Pršala, 2024)
Reference: Pršala, J. (2024). The effect of block-based programming activities on the computational thinking skills of pre-service primary school teachers. Journal of Pedagogical Sociology and Psychology, 6(3), pp. 1-9. https://doi.org/10.33902/jpsp.202426267
In-text citation: (Pršala, 2024)
Reference: Pršala, Jan "The effect of block-based programming activities on the computational thinking skills of pre-service primary school teachers". Journal of Pedagogical Sociology and Psychology, vol. 6, no. 3, 2024, pp. 1-9. https://doi.org/10.33902/jpsp.202426267
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