The GEN10S Portugal project offered 15-hour face-to-face Scratch programming courses to groups of students and two or more teachers from each class, from schools that were project members. Two Scratch teachers per class, hired by the project, participated in 12 of these 15 hours, supporting the activities. When the schools' face-to-face activities…

This study aims to reveal how project-based teaching method affects students' achievement, cognitive load and behaviors in programming teaching. In the study, the pretest-posttest, unequaled control group quasi-experimental model, which is one of the experimental models, was used. The participants of the study were sixth grade students who take…

Computational thinking (CT) has been introduced in primary schools worldwide. However, rich classroom-based evidence and research on how to assess and support students' CT through programming are particularly scarce. This empirical study investigates 4th grade students' (N = 57) CT in a comparatively comprehensive and fine-grained manner by…

This study investigated students' perspectives on working and studying within a maker culture context. Participants were fifth-grade students (n = 18) in a Finnish elementary school who worked on a fabrication project for five days. The data consisted of student questionnaires (n = 18), group presentations (n = 5) and the final fabrication…

Instructional strategies make a difference in whether students are engaged in learning and are profiting from their time in class. High schools, technology centers and middle grades schools are encouraging teachers to adopt new teaching techniques and are providing opportunities for teachers to work together to improve their instructional skills…