نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشیار گروه آموزش روش های آموزشی و برنامه ریزی درسی دانشکده روانشناسی و علوم تربیتی دانشگاه تهران .تهران . ایران
2 دانشجو دکتری برنامه ریزی درسی ، دانشکده روانشناسی و علوم تربیتی دانشگاه تهران . تهران .ایران
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
This study employs the seven-step model proposed by Wright et al. (2007) to systematically review the connection between programming with Scratch and learners' problem-solving skills, as well as the relationship between the characteristics of designed projects and this skill. Relevant articles published between 2010 and 2025 were collected from the Scopus and Google Scholar databases and analyzed. In the final review, 17 articles were examined. The articles were validated using the checklist model of Chacón-Moscoso et al. (2016). These articles were analyzed based on eight extracted categories. The categories were derived in response to the research question from the selected articles and included: participant characteristics, intervention duration, assessment tools, subject area, instructional method, Scratch project characteristics, impact on problem-solving skills, and other skills studied for Scratch's impact. Based on the findings of this research, Scratch can enhance learners' problem-solving skills, contingent upon the type of projects designed; such that problem-based projects (e.g., mathematics projects, multi-stage games, and algorithm-based projects) can better foster problem-solving skills compared to simple imitative projects. It also showed that Scratch can be effectively used by teachers as a learning medium. This research emphasizes the importance of purposeful project design and selecting appropriate instructional methods in Scratch-based curricula.
کلیدواژهها [English]
)