Computational thinking (CT) refers to the process of using concepts based in computer science to solve problems and design systems that can then be implemented using digital technology (Yadav, Stephenson, & Hong, 2017). Many now regard CT as so important that they believe it should be given the same priority in education as literacy and numeracy (Yadav, Hong, & Stephenson, 2016). Contrary to popular belief, CT does not require computer programming skills (Yadav, Stephenson.& Hong, 2017), and it has practical utility well beyond the computer science discipline (Yadav, Hong, & Stephenson, 2016). This blog post focuses on Scratch, which is one of many resources available for those seeking to develop their CT skills.
Fostering creativity using Scratch
Scratch is a website that allows users to create visual programs using block-based programming language. Scratch fosters creativity by allowing students to actively construct their own information technology (Yadav, Hong, & Stephenson, 2016). This ‘open’ learning environment, in which no specific outcome is specified, encourages students to innovate and take risks (Collard & Looney, 2014). Furthermore, Scratch gives students the opportunity to work independently and explore, which, according to Amabile (1990), are crucial conditions for fostering creativity.
Classroom implementation
Scratch has obvious applications in STEM subjects given the numerical and highly sequenced nature of subject matter in these disciplines. Its place in such subjects is supported by a recent study showed that using CT ideas significantly improved students understanding of mathematical concepts (Caleo, Moreno-Le, & Robles, 2015). However, Scratch can also be incorporated into subjects that fall outside of the STEM disciplines, as demonstrated by the example I created below. As shown by this project, one potential application of Scratch is for students to create quizzes for other students to teach and reinforce content.
Scratch is a great resource for teachers to use in lessons as it assists in developing a number of the general capabilities required by the Australian Curriculum (ACARA, 2016). In addition to literacy, numeracy and ICT skills, Scratch fosters critical and creative thinking skills by encouraging students to determine the relationships between inputs and outputs in order to solve problems (Yadav, Hong, & Stephenson, 2016).
Limitations
The main challenge of using Scratch is that it can take some time to identify where the problem is in the coding, especially when it is complex and lengthy. In this respect, it may be difficult for teachers to move between students and provide assistance to them in a timely manner.
References
ACARA. (2016). General capabilities. Retrieved from https://www.acara.edu.au/curriculum/general-capabilities.
Amabile, T, M. (1990), Within you, without you: the social psychology of creativity, and beyond. In M. A. Runco., & R. S. Albert (Eds.), Theories of creativity. Cresshill, New Jersey: Hampton Press.
Caleo, L, A., Moreno-Le, H., E., & Robles, G. (2015). Developing mathematical thinking with scratch an experiment with 6th grade students. In Design for teaching and learning in a networked world (pp. 17-27). Springer International Publishing.
Collard, P., & Looney, J. (2014). Nurturing creativity in education. European Journal of Education, 49(3): 348-363.
University of California San Francisco. (2019). Computational Health Sciences. Retrieved from http://precisionmedicine.ucsfg.edu/computational-health-sciences.
Yadav, A., Stephenson, C., & Hong, H. (2017). Computational thinking for teacher education. Communications for the Association for Computing Machinery, 60(4): 55-62.
Yadav, A., Hong, H., & Stephenson, C. (2016). Computational thinking for all: Pedagogical approaches to embedding 21st century problem solving in K-12 classrooms. Technology Trends, 60: 565-568.
James' EDUC362 Blog 
Hi James,
Your post on computational thinking is interesting and insightful. Your introduction to computational thinking is concise and provides a well rounded overview using relevant academic material. Your choice of Scratch is well described and includes a good run down of creative oppurtunities for students in the classroom. The inclusion of the programs links with STEM as well as the limitations you have seen make for effective review. Another positive aspect for me is the inclusion of the demonstration link to the program. This provides people who are unfamiliar with the program a chance to experience the finished product of a coding project.
Well done on an insightful and enjoyable post.
All the best,
Nick
LikeLike