Mathematics and Science Teacher’s Conception and Reflection on Computer Programming with Scratch: Technological and Pedagogical Standpoint

Abstract

The current study investigates teachers' conception and reflection of computer programming from scratch in terms of technological and pedagogical standpoint. Mixed research approaches typically achievement tests and interviews were used to collect quantitative and qualitative data respectively. A total of twenty-one Mathematics and Science teachers were randomly selected to participate in the study. A paired t-test was used to analyze quantitative data from pre and post-test, while descriptive and interpretive analyses were used to analyze qualitative data from the interview. The results of the study showed that Mathematic and Sciences teachers have a great conception of scratch programming after attending scratch programming. There was a significant difference in mean between pre and post-test (p ˂ 0.05). It was also found that scratch is an effective pedagogical tool for teaching and learning Mathematics and Sciences. In addition, teachers expressed positive views of using scratch in teaching and learning Mathematics and Sciences as it helps them to visualize abstract content, motivate students, increase students' interest, critical thinking, and problem-solving skills, act as an assessment tool and increase student's academic performance.