Lessons and Assessments for Fostering Algorithmic Thinking through the Use of Scratch

Abstract

The purpose of this study is threefold: to clarify the characteristics of students' algorithmic thinking, to provide suggestions on how to foster algorithmic thinking in classes, and to propose tools for evaluating students' algorithmic thinking. The study was conducted with 5th and 6th-grade elementary school students, using an unplugged programming test, three intervention lessons involving Scratch, and a CBT test. The results revealed that Japanese students exhibited stronger algorithmic thinking skills in using loops compared to sequences and conditions. Additionally, the study suggested three key elements for designing lessons that foster algorithmic thinking: first, ensuring students understand the concept of algorithmic thinking; second, enabling them to apply knowledge from other subjects; and third, encouraging self-determined learning. Lastly, tools such as a rubric were proposed for evaluating algorithmic thinking. As a future direction, it is necessary to examine whether these suggested elements are essential in programming education across different countries.