Computational thinking with Scratch or App Inventor in primary education
Computational thinking (CT) is increasingly encouraged in subjects such as technology and digitalisation, and robotics. The effect on the development of generic competencies is of interest. This study investigates the use and effect of Scratch and App Inventor on the development of skills and compet...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2024 |
| País: | España |
| Institución: | Universidad de Huelva (UHU) |
| Repositorio: | Arias Montano. Repositorio Institucional de la Universidad de Huelva |
| Idioma: | inglés |
| OAI Identifier: | oai:ariasmontano.uhu.es:10272/24182 |
| Acceso en línea: | https://hdl.handle.net/10272/24182 |
| Access Level: | acceso abierto |
| Palabra clave: | App Inventor Scratch Primary education Motivation Computational thinking Educación primaria Motivación Pensamiento computacional 58 Pedagogía |
| Sumario: | Computational thinking (CT) is increasingly encouraged in subjects such as technology and digitalisation, and robotics. The effect on the development of generic competencies is of interest. This study investigates the use and effect of Scratch and App Inventor on the development of skills and competencies associated with CP (self-efficacy, motivation, creativity, collaborative work, algorithmic thinking, communication and social interaction) in primary education. A systematic review of articles in English and Spanish was conducted using the PRISMA statement, in the Web of Science (WOS), Dialnet and SCOPUS databases, obtaining 425 papers, from which 10 were finally selected. The results showed that both Scratch and App Inventor favour the development of skills and competencies for learning in the context of primary education and that these are underused strategies that should be promoted from the first years of compulsory education |
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