Computational thinking is a fundamental skill for everybody and is linked to all areas of knowledge (Wing, 2006). It is a creative approach to problem solving and can be applied in many subjects or areas (Marcelino, Pessoa, Vieira, Salvador & Mendes, 2018). It allows people to design systems and solve problems through computer science and processes, so that a human, or a machine can undertake and implement the created solution (NESA, 2017).
Scratch (2019) is an environment platform that allows young individuals to program and create their own ‘stories, games and simulations’, and also share these projects with other creative individuals within an online community. Scratch has been developed with the aim of being very easy to use, encouraging everyone to experience computational thinking in a creative way (Marcelino et al., 2018). Within its design and research, the approach supports the development of computational thinking by forming opportunities for leaners to creatively engage with the three key dimensions; computational concepts, computational practices and computational perspectives (Scratched, n.d.).
A Scratch project consists of sprites that have certain behaviours defined through the language commands (Marcelino et al., 2018). Below is an example from class of what a project may look like:
This is a simple simulation of guessing a number between 1 and 100. It lets the user know if the number is correct or incorrect and informs them whether the number is higher or lower, until the user finally guesses the randomly generated number. This is an example of pattern generalisation and abstraction, by automating human instruction using computer science through creative processes (Bower, 2019).
Teachers can implement this creative program into their lessons through the science and technology syllabus, as well as the technology mandatory syllabus. This is evident within the objectives of both documents, throughout all stages under the design and production skills outcomes. As Scratch is an algorithm-based platform, the outcomes ST(1-3)-3DP-T for stages one to three in the science and technology syllabus allows students to progressively learn how to use algorithms to develop solutions and solve problems (NESA, 2017). It is also similarly evident in the teaching mandatory syllabus within the outcomes TE4-(1-4)DP, through stages one to four, also incorporating the use of algorithm-based processes to find digital solutions (NESA, 2017). Using Scratch, students can demonstrate their creativity and as a product understand computational thinking.
Reference List
Bower, M. (2019). EDUC362: Digital Creativity and Learning, Week Four [PowerPoint Slides]. Macquarie University: North Ryde.
Marcelino, M. J., Pessoa, T., Vieira, C., Salvador, T., & Mendes, A. J. (2018). Learning computational thinking and scratch at distance. Computers in Human Behaviour, Vol.80, pp.470-477. DOI: 10.1016/j.chb.2017.09.025
NSW Education Standards Authority. (2017). Science and technology k-6 syllabus. Retrieved from https://educationstandards.nsw.edu.au/wps/wcm/connect/5ab69646-f1d4-404b-9c16-b39dfb0986d3/science-and-technology-k-6-syllabus-2017.pdf?MOD=AJPERES&CVID=
NSW Education Standards Authority. (2017). Technology mandatory 7-8 syllabus. Retrieved from https://educationstandards.nsw.edu.au/wps/wcm/connect/84369526-14e2-4fd3-acc0-98062f574a0e/technology-mandatory-7-8-syllabus-2017.pdf?MOD=AJPERES&CVID=
Scratch. (2019). Imagine, program, share. Retrieved from https://scratch.mit.edu/
Scratched. (n.d.). Computational thinking with scratch. Retrieved from http://scratched.gse.harvard.edu/ct/defining.html
Wing, J. M. (2006). Computational thinking. Communications of the ACM, Vol.49(3), pp.33-35. DOI: 10.1145/1118178.1118215
Digital Creativity and Learning 