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Design and Development of an Instructional Program for Teaching Programming Processes to Gifted Students Using Scratch

Design and Development of an Instructional Program for Teaching Programming Processes to Gifted Students Using Scratch

Hatice Yıldız Durak, Tolga Güyer
Copyright: © 2022 |Pages: 29
ISBN13: 9781668424117|ISBN10: 1668424118|EISBN13: 9781668424124
DOI: 10.4018/978-1-6684-2411-7.ch007
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MLA

Durak, Hatice Yıldız, and Tolga Güyer. "Design and Development of an Instructional Program for Teaching Programming Processes to Gifted Students Using Scratch." Research Anthology on Computational Thinking, Programming, and Robotics in the Classroom, edited by Information Resources Management Association, IGI Global, 2022, pp. 127-155. https://doi.org/10.4018/978-1-6684-2411-7.ch007

APA

Durak, H. Y. & Güyer, T. (2022). Design and Development of an Instructional Program for Teaching Programming Processes to Gifted Students Using Scratch. In I. Management Association (Ed.), Research Anthology on Computational Thinking, Programming, and Robotics in the Classroom (pp. 127-155). IGI Global. https://doi.org/10.4018/978-1-6684-2411-7.ch007

Chicago

Durak, Hatice Yıldız, and Tolga Güyer. "Design and Development of an Instructional Program for Teaching Programming Processes to Gifted Students Using Scratch." In Research Anthology on Computational Thinking, Programming, and Robotics in the Classroom, edited by Information Resources Management Association, 127-155. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-6684-2411-7.ch007

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Abstract

This chapter examines practical applications of an educational program designed to teach Turkish gifted second, third, and fourth grade students programming using Scratch, an online programming website (https://scratch.mit.edu). This qualitative research study was conducted with gifted identified students in an elementary school in Ankara's Altındağ district. Qualitative data collection methods were used. The study found program strengths included practical orientation, student independence, student free expression, computer literacy, and interdisciplinary connections. Additionally, providing a variety of tools and equipment, using Scratch, having a course web site, and on-line resource sharing were also seen as strengths by the participants. Perceived weaknesses were technical difficulties, the limited number of course hours, some of Scratch's negative features, inadequate help at particular points, and negative situations caused by gender and grade level differences. Results indicate preliminary knowledge of participant computer literacy as important to programming success.

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