The purpose of this study is to evaluate the effectiveness of using Scratch Programming in science learning for 5th graders in Taipei. A quasi-experimental design with a single group was used in this study. 96 fifth graders at an elementary school in Taipei participated in 15 weeks of Scratch Programming activities to enrich computer learning during their science learning. Three research instruments were used in this study, including a logical thinking test, a problem solving test, and a learning questionnaire. The results were subjected to t-test and frequency analysis. The findings of this study include (1) the outcomes of the logical thinking test and the problem solving test indicate that students had better performance in logical thinking and problem solving, (2) feedback from the study questionnaire indicates that more than 71.4% of students favored using Scratch Programming in their computer learning, and more than 58.4% of students favored designing Scratch Programming in their science learning, (3) more than 54.7% of students reported that they are willing to do more similar computer programming projects for other science units in the future. In view of the above findings, this study concludes that Scratch Programming is effective for 5th graders in Taipei.
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