Investigating the role of computer-supported annotation in problem-solving-based teaching: An empirical study of a Scratch programming pedagogy

For more than 2 years, Scratch programming has been taught in Taiwanese elementary schools. However, past studies have shown that it is difficult to find appropriate learning methods or tools to boost students’ Scratch programming performance. This inability to readily identify tutoring tools has become one of the primary challenges addressed in Scratch programming studies. To cope with this problem, we propose an innovative approach, which combines an Annotation-based Scratch Programming (ASP) tool with the problem-solving-based teaching approach in Scratch programming pedagogy. The ASP tool was developed to enable students to create, review and share Scratch programming and homework annotations. In a quasi-experimental study, we have evaluated Scratch programming pedagogy at a North Taiwanese elementary school to investigate the effects of instructional-tools-supported programming instructional modes on Scratch programming performance. The experimental results show that students who received ASP tool support in conjunction with a problem-solving-based teaching approach performed significantly better than the other groups. Based on our findings, the innovative approach was believed to play an important role in improving the learning patterns of younger pupils.Therefore, we suggest that teachers consider incorporating the innovative method into their teaching environments in order to boost students’ learning achievements in the area of Scratch programming and the subsequent learning process.  Logo programming supports cognitive skills to help younger pupils learn important programming language concepts and design methods that carry over to non-programming domains (Wing, 2006). Papert (1980) presented Logo programming as a cornerstone for rethinking approaches to elementary education and learning. Winslow (1996) argued that Logo programming led students to think about their own knowledge and experience. A proper Logo programming environment can help students make the transition from a complicated programming British Journal of Educational Technology Vol 45 No 4 2014 647–665  Association language to a simplified Logo programming expression. Garner (2009) applied the mental models to raise children’s interest and confidence for learning Scratch programming. Scratch programming is akin to Logo programming, which is ideal for younger students at Taiwanese elementary schools. Hsiao and Brusilovsky (2010) have reported that the annotation system can support community feedback in the process of learning programming languages. Furthermore, this approach can inspire students’ note-taking and cognitive skills, such as encouraging students to create helpful annotations, solving homework and reviewing them subsequently. An Annotation-based Scratch Programming (ASP) system allows students to create, review and share Scratch programming and homework annotations. However, students face various problems in Scratch programming studies, and invariably students try to find particular ways to solve these problems. In this respect, it is important for students to be prepared for potential problems by facing real predicaments in their learning environment, which require the identification and application of appropriate solutions. To learn problem-solving techniques is a study in learning itself. The incorporation of the ASP tool, within the context of problem-solving-based teaching, enables students to become aware of learning. Furthermore, this combined learning support structure allows students to Practitioner Notes What is already known about this topic • Scratch programming is akin to Logo programming, which is ideal for younger students at elementary and secondary schools. • Problem-solving-based teaching approach has been recognized as being an important instructional strategy. • An annotation system, which provides creation and review of annotations, has been developed to foster learning process for students. • The integration of the annotation system, with the problem-solving-based teaching approach, is helpful in improving Scratch programming achievements. What this paper adds • Exploring the effects of different instructional tools (the ASP tool and the traditional tool) supported different types of programming instructional modes (the problemsolving-based teaching mode and the traditional teaching mode) on students’ Scratch programming performance. • Students using the ASP tool performed significantly better than students using the traditional tool in their tasks. • Students who participated in the problem-solving-based teaching mode performed significantly better than students in the traditional teaching mode. • Students received both ASP tool support and worked in a problem-solving-based teaching mode performed significantly better than the remaining student groups. Implications for practice and/or policy • The incorporation of the ASP tool with the problem-solving-based teaching approach could enable students to develop a sound understanding of this course as well as to improve their learning performance. • Teaching institutes are encouraged to incorporate the ASP-tool-supported problemsolving-based teaching approach into instructors’ educational environment in order to boost students’ learning achievements in the area of Scratch programming. 648 British Journal of Educational Technology Vol 45 No 4 2014  Association determine their problem-solving abilities and learning needs. Students can thereby “learn how to learn” while enhancing their Scratch programming performance. In the classrooms wherein the innovative approach is used, students progressively take more responsibility for their own learning. Therefore, it is recommended that teachers consider incorporating the innovative method into their teaching environments in order to boost students’ learning potential in the area of Scratch programming. Implications of the findings based on an empirical study of Scratch programming pedagogy are discussed in this paper. The rest of this paper is organized as follows. The second section provides a brief survey of the literature review. The third section describes the ASP-supported problem-solving-based teaching approach in Scratch programming pedagogy. The fourth section presents the methodology of this research, and results are presented in the fifth section. The sixth section presents the detailed discussions. The conclusion and implication are drawn in the seventh section.