Online course for the development of Computational Thinking through ScratchJr using the ADDIE Model
DOI :
https://doi.org/10.1590/1983-3652.2026.64407Mots-clés :
Computational thinking, Programming, E-Learning, Instructional design, Virtual Learning EnvironmentsRésumé
Computational Thinking (CT) is a pivotal 21st-century competency, increasingly integrated into educational curricula through programming and robotics. However, many teachers lack the interdisciplinary training necessary to incorporate CT across various subjects, highlighting a critical need for professional development programs. This article details the design and evaluation of an online course for educators focused on CT and programming via ScratchJr, utilizing the ADDIE instructional model. Structured into five two-hour autonomous modules, the course offers a flexible learning framework. A qualitative case study was conducted during the implementation and evaluation phases, using questionnaires with undergraduate Pedagogy students. Results indicated a significant enhancement in participants' programming and CT skills, alongside a more favorable outlook toward applying these tools in their future practice. Notably, 96.4% and 100% of students positively assessed the integration of these competencies, demonstrating the course's potential to bridge the digital divide in initial teacher training. This initiative was selected for the Scratch Education Collaborative (2022-2024 cohort) and integrated into a MOOC for a Portuguese R&D project, underscoring its relevance in digital literacy.
Téléchargements
Références
AMANTE, Lúcia; SOUZA, Elizabeth Batista de; QUINTAS-MENDES, António; MIRANDA-PINTO, Maribel. Designing a MOOC on Computational Thinking, Programming and Robotics for Early Childhood Educators and Primary School Teachers: A Pilot Test Evaluation. Education Sciences, v. 13, n. 9, p. 863, 2023. DOI: 10.3390/educsci13090863.
AMANTE, Lúcia; SOUZA, Elizabeth Batista de; QUINTAS-MENDES, António; MONTEIRO, Ana Francisca; MIRANDA-PINTO, Maribel; OSÓRIO, António; ARAÚJO, Catarina. Computational Thinking, Programming and Robotics in Basic Education: Evaluation of an In-Service Teacher’s Training B-Learning Experience. In: ICERI2019 Proceedings. [S. l.: s. n.], 2019. v. 1, p. 10698–10705. DOI: 10.21125/iceri.2019.2626.
BERS, Marina Umaschi. Positive Technological Development: Working with Computers, Children and the Internet. MassPsych, v. 51, n. 1, p. 1–6, 2007. Available from: http://ase.tufts.edu/devtech/publications/masspsych.pdf.
BERS, Marina Umaschi. Blocks to Robots: Learning with Technology in the Early Childhood Classroom. [S. l.]: Teachers College Press, 2008.
BERS, Marina Umaschi. Coding as a Playground: Programming and Computational Thinking in the Early Childhood Classroom. [S. l.]: Routledge, 2017. DOI: 10.4324/9781315398945.
BERS, Marina Umaschi. Beyond Coding: How Children Learn Human Values through Programming. [S. l.]: The MIT Press, 2022. DOI: 10.7551/mitpress/13775.001.0001.
BERS, Marina Umaschi. Coding As Another Language (CAL) for ScratchJr (CAL-ScratchJr). [S. l.: s. n.], 2022. DevTech Research Group. Available from: https://sites.bc.edu/codingasanotherlanguage/.
BERS, Marina Umaschi; FLANNERY, Louise; KAZAKOFF, Elizabeth R.; SULLIVAN, Amanda. Computational Thinking and Tinkering: Exploration of an Early Childhood Robotics Curriculum. Computers & Education, v. 72, p. 145–157, 2014. DOI: 10.1016/j.compedu.2013.10.020.
BERS, Marina Umaschi; RESNICK, Mitchel. The Official ScratchJr Book: Help Your Kids Learn to Code. [S. l.]: No Starch Press, 2016. ISBN 9781593276713.
BERS, Marina Umaschi; SULLIVAN, Amanda. ScratchJr Coding Cards: Creative Coding Activities. [S. l.]: No Starch Press, 2018. ISBN 9781593278991.
BRENNAN, Karen; RESNICK, Mitchel. New Frameworks for Studying and Assessing the Development of Computational Thinking. In: PROCEEDINGS of the 2012 Annual Meeting of the American Educational Research Association. Vancouver, Canada: [s. n.], 2012. Available from: http://web.media.mit.edu/~kbrennan/files/Brennan_Resnick_AERA2012_CT.pdf.
DICK, Walter; CAREY, Lou; CAREY, James O. The Systematic Design of Instruction. 7. ed. Upper Saddle River, NJ: Merrill/Pearson, 2009. ISBN 9780205585564.
ESPADEIRO, Rui Gomes. O Pensamento Computacional no currículo de Matemática. Educação e Matemática, n. 162, p. 5–10, 2021. Available from: https://em.apm.pt/index.php/em/article/view/2737.
GAGNÉ, Robert M.; WAGER, Walter W.; GOLAS, Katharine C.; KELLER, John M. Principles of Instructional Design. 5. ed. [S. l.]: Wadsworth, 2005.
HADI, S. P. I.; KUNTJORO, T.; SUMARNI, S.; ANWAR, M. C.; WIDYAWATI, M. N.; PUJIASTUTI, R. S. E. The Development of E-Partograph Module as A Learning Platform for Midwifery Students: The ADDIE Model. Belitung Nursing Journal, v. 3, n. 2, p. 148–156, 2017. DOI: 10.33546/bnj.77.
HEINICH, Robert; MOLENDA, Michael; RUSSELL, James D.; SMALDINO, Sharon E. Instructional Media and Technology for Learning. 6. ed. [S. l.]: Pearson Education Ltd., 2002.
IBÁÑEZ-CUBILLAS, Pilar. Aspectos educativos y formativos de la atención infantil temprana en comunidades virtuales. 2018. Tesis de doctorado – Universidad de Granada. Available from: http://hdl.handle.net/10481/52502.
IBÁÑEZ-CUBILLAS, Pilar; MIRANDA-PINTO, Manuela; LÓPEZ-RODRÍGUEZ, Sergio. Evaluation of the Impact of Training in Programming with ScratchJr on Future Pedagogy Professionals. In: EDULEARN23 Proceedings. [S. l.]: IATED, 2023. p. 6900–6904. DOI: 10.21125/edulearn.2023.1815.
MARIBE, Robert. Instructional Design: The ADDIE Approach. [S. l.]: Springer, 2009. DOI: 10.1007/978-0-387-09506-6.
MCGEE, Patricia; REIS, Amanda. Blended Course Design: A Synthesis of Best Practices. Journal of Asynchronous Learning Networks, v. 16, n. 4, p. 7–22, 2012. Available from: https://www.learntechlib.org/p/89268/.
MIRANDA-PINTO, Maria Susana. Processos de Colaboração e Liderança em Comunidades de Prática Online - O Caso da @rcaComum, uma Comunidade Ibero-Americana de Profissionais de Educação de Infância. 2009. Tese de doutoramento – Instituto de Estudos da Criança. Available from: http://repositorium.sdum.uminho.pt/bitstream/1822/12571/4/Tese_Doutoramento_20-18-02-09.pdf.
MIRANDA-PINTO, Maria Susana. Ambientes emergentes para o desenvolvimento de comunidades de práctica online – a @rcaComum. In: DIAS, Paulo; OSÓRIO, José (eds.). TIC na educação: Perspectivas de Inovação. [S. l.]: Centro de Competências da Universidade do Minho, 2012. p. 46–64.
MIRANDA-PINTO, Maria Susana. Programación y robótica en educación infantil: Estudio multicaso en Portugal. Prisma Social, n. 25, p. 248–276, 2019. Available from: https://revistaprismasocial.es/article/view/2733.
MIRANDA-PINTO, Maria Susana. ScratchJr and Scratch Online Training for Early Childhood Educators and Primary School Teachers. In: GÓMEZ CHOVA, Luis; LÓPEZ MARTÍNEZ, Agustín (eds.). INTED2022 Proceedings. [S. l.]: IATED Academy, 2022. p. 821–830. DOI: 10.21125/inted.2022.
MIRANDA-PINTO, Maria Susana; IBÁÑEZ-CUBILLAS, Pilar; LÓPEZ-RODRÍGUEZ, Sergio. Evaluation of the Design of an Online Course for ScratchJr Learning in Students of the Pedagogy Undergraduate Degree. In: EDULEARN23 Proceedings. [S. l.]: IATED, 2023. p. 6895–6899. DOI: 10.21125/edulearn.2023.1815.
MIRANDA-PINTO, Maria Susana; OSÓRIO, António. Colaboración y aprendizaje en el ciberespacio. @rcacomum: comunidad de práctica iberoamericana de educadores de infancia. Revista Mexicana de Investigación Educativa, v. 15, n. 44, p. 35–64, 2010. Available from: https://www.scielo.org.mx/pdf/rmie/v15n44/v15n44a4.pdf.
MIRANDA-PINTO, Maria Susana; OSÓRIO, António. Aprender a programar en Educación Infantil: análisis con la escala de participación. Pixel-Bit, Revista de Medios y Educación, n. 55, p. 133–156, 2019. DOI: 10.12795/pixelbit.2019.i55.08.
MIRANDA-PINTO, Maria Susana; OSÓRIO, António. ScratchJr App in Portuguese Schools: Kids Media Lab Project. In: ICERI2020 Proceedings. [S. l.: s. n.], 2020. v. 1, p. 5709–5718. DOI: 10.21125/iceri.2020.1227.
MIRANDA-PINTO, Maria Susana; OSÓRIO, António; MONTEIRO, Ana Francisca; VALENTE, Luís; ARAÚJO, Catarina. Laboratory of Technologies and Learning of Programming and Robotics for Pre and Primary School. In: ICERI2017 Proceedings. [S. l.: s. n.], 2017. v. 1, p. 1497–1502. DOI: 10.21125/iceri.2017.0473.
PAPERT, Seymour. Logo: Computadores e educação. [S. l.]: Brasiliense, 1985.
QUINTAS-MENDES, António; SOUZA, Elizabeth Batista de; AMANTE, Lúcia. Learning Design of a Programming and Robotics MOOC for Childhood Teachers and Educators. Prisma Social, n. 39, p. 234–261, 2022. Available from: https://revistaprismasocial.es/article/view/4807.
RAPOSO-RIVAS, Manuela; IBÁÑEZ-CUBILLAS, Pilar. Innovación educativa con tecnologías. In: RAPOSO-RIVAS, Manuela; CEBRIÁN DE LA SERNA, Manuel (eds.). Tecnologías para la formación de educadores en la sociedad del conocimiento. [S. l.]: Pirámide, 2020. p. 203–214.
RESNICK, Mitchel; ROSENBAUM, Eric. Designing for Tinkerability. In: HONEY, Margaret; KANTER, David E. (eds.). Design, Make, Play: Growing the Next Generation of STEM Innovators. [S. l.: s. n.], 2013. p. 163–181. Available from: http://web.media.mit.edu/~mres/papers/designing-for-tinkerability.pdf.
ROQUE, Ricarose. A Facilitator’s Guide to... Family Creative Learning: The ScratchJr Edition. [S. l.: s. n.], July 2022. Family Creative Learning. Available from: https://www.familycreativelearning.org/guide/.
ROQUE, Ricarose; LEGGETT, Sarah. Family Creative Learning Facilitator Guide. [S. l.: s. n.], Aug. 2014. Family Creative Learning. Available from: http://familycreativelearning.org/guide/.
SOUZA, Elizabeth Batista de; AMANTE, Lúcia; QUINTAS-MENDES, António. Evaluation of a B-Learning Training for Teachers in Computational Thinking, Programming and Robotics: Preparing the Design of a MOOC. In: ICERI2020 Proceedings. [S. l.: s. n.], 2020. v. 1, p. 1655–1664. DOI: 10.21125/iceri.2020.0418.
SPATIOTI, A. G.; KAZANIDIS, I.; PANGE, J. A Comparative Study of the ADDIE Instructional Design Model in Distance Education. Information, v. 13, n. 9, p. 402, 2022. DOI: 10.3390/info13090402.
STAKE, Robert E. Investigación con estudio de casos. Madrid: Morata, 2005.
TRUST, Torrey; PEKTAS, Ebru. Using the ADDIE Model and Universal Design for Learning Principles to Develop an Open Online Course for Teacher Professional Development. Journal of Digital Learning in Teacher Education, v. 34, p. 219–233, 2018. DOI: 10.1080/21532974.2018.1494521.
WING, Jeannette M. Computational Thinking. Communications of the ACM, v. 49, n. 3, p. 33–35, 2006. DOI: 10.1145/1118178.1118215.
WING, Jeannette M. Computational Thinking and Thinking about Computing. The Royal Society, v. 366, p. 3717–3725, 2008. DOI: 10.1098/rsta.2008.0118.
Téléchargements
Publiée
Déclaration de disponibilité des données
Research data are available in the body of the document.
Numéro
Rubrique
Licence
(c) Copyright Maribel dos Santos Miranda-Pinto , Pilar Ibáñez-Cubillas, Slava López-Rodríguez 2026
Ce travail est disponible sous la licence Creative Commons Attribution 4.0 International .
Il s'agit d'un article en libre accès qui permet une utilisation, une distribution et une reproduction sans restriction sur n'importe quel support tant que l'article original est correctement cité.
![Licença Creative Commons](https://periodicos.ufmg.br/index.php/textolivre/management/settings/website//index.php/textolivre/manager/setup/<a%20rel="license"%20href="http:/creativecommons.org/licenses/by/4.0/"><img%20alt="Licença%20Creative%20Commons"%20style="border-width:0"%20src="https:/i.creativecommons.org/l/by/4.0/88x31.png"%20/></a><br%20/>Este%20obra%20está%20licenciado%20com%20uma%20Licença%20<a%20rel="license"%20href="http:/creativecommons.org/licenses/by/4.0/">Creative%20Commons%20Atribuição%204.0%20Internacional</a>.)
