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This article presents the results of an exploratory study aimed at identifying computational thinking skills in 11- and 12-year-old students when solving two non-routine problems using SCRATCH, both in connected and unplugged modalities. Using a mixed-methods approach, the study relied on a case study and implicative statistics for data collection and analysis. The main findings indicate that students are capable of following routines, formulating problems, and demonstrating logical thinking, but face challenges in formulating conjectures and discovering arithmetic patterns or relationships.

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Computational Thinking in Primary School Students Using Scratch

  • 会议论文

  • 发表日期：

    2025年

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  • Miguel Rodríguez,
  • Luis Puebla-Rives,
  • Eduardo Puraivan,
  • Mauricio Gamboa,
  • Connie Cofré-Morales,
  • Karina Huencho-Iturra,
  • Andrea Vergara,
  • Gamal Cerda,
  • Eugenio Chandía

摘要

This article presents the results of an exploratory study aimed at identifying computational thinking skills in 11- and 12-year-old students when solving two non-routine problems using SCRATCH, both in connected and unplugged modalities. Using a mixed-methods approach, the study relied on a case study and implicative statistics for data collection and analysis. The main findings indicate that students are capable of following routines, formulating problems, and demonstrating logical thinking, but face challenges in formulating conjectures and discovering arithmetic patterns or relationships.