Comparing Students' Scratch Skills with Their Computational Thinking Skills in Terms of Different Variables

Published Online November 2016 in MECS DOI: 10.5815/ijmecs.2016.11.01

It can be argued that advanced technology has changed the skills that the individuals are expected to have such as computational thinking skills. It is believed that computational thinking skills will be necessary for everyone in mid-21st century [1]. It can be claimed computational thinking skills are basic skills that need to be acquired by all and not just by computer experts [2,3] Teaching these skills especially to children is a topic of discussion in educational systems [4]. It is known that many countries have recently attempted to include computational thinking skills in their curriculums [5]. Computational thinking seeks to solve problems, designs systems and comprehends human behaviors with the help of basic computer sciences [1]. Computational thinking is an important skill to educate individuals to identify problems, have a command of problem solving process and solve problems more productively [6]. Computational thinking aims to highlight skills such as creativity, logical thinking and critical thinking to develop problem solving skills with the help of computers [7]. International Society for Technology in Education (ISTE) [8] states that computational thinking cannot be fully defined without sub skills such as creative thinking, algorithmic thinking, critical thinking, cooperative learning and communication skills. Definitions of computational thinking skills point to the importance of training in programming to acquire sub skills [9-11]. Hence, it can be argued that training is significant to teach computational thinking skills [12].

For beginners, programming seems to be a hard task which can only be managed by individuals with high level training [13, 14]. This belief may be related to the fact that programming involves the use of many skills in combination such as generalization, abstraction and critical thinking [15]. In order to facilitate training, it is suggested to use programming tools and methods such as cooperative learning, game based learning, project based learning, simulation and drag and drop [14]. Instead of dealing with the complex structure of traditional programming languages, primary school students’ computational thinking skills can be measured via programming tools such as Scratch [12]. There are programming tools like Scratch, Alice, Microsoft Small Basic and Toontalk that emphasize visual aspects such as drag and drop. It is suggested that beginners use these programming tools [12,16] . Since they are free and have easy-to-use interfaces, it is thought that these programming tools provide significant advantages for beginners and primary school students.

Among these vial programming tools, Scratch is distinguished due to its interface, language support and its feature of sharing projects [10]. It is known that Scratch is a program for beginners in programming, logic and algorithmic thinking skills [17 – 19].

One of the most important problems facing educators in using Scratch support in lesson planning is related to tools developed to assess projects prepared with Scratch [20]. Dr. Scratch is a web tool that is used to score projects by entering source files or URL addresses of Scratch projects. Dr Scratch has been developed to analyze projects generated by primary and secondary school students using Scratch programming tool and to provide feedback regarding the development of computational thinking skills [20]. Dr. Scratch offers web based analysis and supports teachers and students in calculating the computational thinking scores of Scratch projects in 7 headings: abstraction, synchronization, analogy/paralellism, information, user interactivity, digital logic and control flow [20]. Dr. Scratch assigns three points to each heading cited above and the highest score that can be obtained is 21. In addition to supporting teachers in the assessment of Scratch projects, Dr. Scratch also assists students who want to develop programming skills on their own [20].