The impact of the project-based learning method and the visual programming language Scratch on the achievements of preschool children in mastering arithmetic operations.

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Bibliographic Details
Title:	The impact of the project-based learning method and the visual programming language Scratch on the achievements of preschool children in mastering arithmetic operations.
Alternate Title:	Utjecaj projektne metode učenja i vizualnog programskog jezika Scratch na postignuća djece predškolske dobi u svladavanju računskih operacija.
Authors:	Sovilj-Nikić, Sandra¹ sandrasn@eunet.rs, Marinković, Jadranka² marinkovic.jaca@gmail.com
Source:	Napredak. 2024, Vol. 165 Issue 3/4, p237-250. 14p.
Subject Terms:	Language acquisition, Critical thinking, *Preschool children, Visual programming languages (Computer science), Addition (Mathematics), Mann Whitney U Test, Creative ability in children
Abstract (English):	The research aims to determine how the application of the project-based learning method affects the achievements of preschool children in mastering the arithmetic operations of addition and subtraction, as well as to determine the impact of the use of the visual programming language Scratch on the development of logical thinking and progress in learning. The experimental research was carried out with preschool children aged 6 years. In the research, 30 children participated. They were divided into two equal groups. The first group of children conventionally learned arithmetic operations, while the second group learned using the project-based method. After that, both groups used the visual programming language Scratch to learn arithmetic operations. The Mann-Whitney U test was used to compare different methods of learning arithmetic operations and to determine the difference in achievement in mastering the arithmetic operations of addition and subtraction. The results show that the children of the experimental group, in which the project-based learning method was applied, showed a higher level of knowledge, especially after applying the visual programming language Scratch. Based on the obtained results, it can be concluded that the use of visual programming language in preschool education is an excellent supplement to the project-based learning method, as well as that it helps children to develop abilities such as creative and logical thinking and overall contributes to the progress of children in understanding arithmetic operations. [ABSTRACT FROM AUTHOR]
Abstract (Croatian):	Cilj je istraživanja utvrditi kako primjena metode projektnog učenja utječe na postignuća djece predškolske dobi u svladavanju računskih operacija zbrajanja i oduzimanja, kao i utvrditi utjecaj korištenja vizualnog programskog jezika Scratch na razvoj logičkog mišljenja i napredak u učenju. Eksperimentalno istraživanje provedeno je s djecom predškolske dobi od 6 godina. U istraživanju je sudjelovalo 30 djece. Bili su podijeljeni u dvije jednake grupe. Prva skupina djece učila je računske operacije na konvencionalan način, dok je druga skupina djece učila projektno. Nakon toga obje su skupine koristile vizualni programski jezik Scratch za učenje aritmetičkih operacija. Mann-Whitneyjevim U testom uspoređene su različite metode učenja računskih operacija i utvrđena je razlika u postignućima u svladavanju računskih operacija zbrajanja i oduzimanja. Dobiveni rezultati pokazuju da su djeca eksperimentalne skupine, u kojoj je primijenjena projektna metoda učenja, pokazala višu razinu znanja, posebice nakon primjene vizualnog programskog jezika Scratch. Na temelju dobivenih rezultata može se zaključiti da je uporaba vizualnog programskog jezika u predškolskom odgoju i obrazovanju izvrsna nadopuna projektnoj metodi učenja, kao i da pomaže djeci u razvoju sposobnosti kao što su kreativno i logičko razmišljanje te općenito pridonosi napredovanju djece u razumijevanju računskih operacija. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	The research aims to determine how the application of the project-based learning method affects the achievements of preschool children in mastering the arithmetic operations of addition and subtraction, as well as to determine the impact of the use of the visual programming language Scratch on the development of logical thinking and progress in learning. The experimental research was carried out with preschool children aged 6 years. In the research, 30 children participated. They were divided into two equal groups. The first group of children conventionally learned arithmetic operations, while the second group learned using the project-based method. After that, both groups used the visual programming language Scratch to learn arithmetic operations. The Mann-Whitney U test was used to compare different methods of learning arithmetic operations and to determine the difference in achievement in mastering the arithmetic operations of addition and subtraction. The results show that the children of the experimental group, in which the project-based learning method was applied, showed a higher level of knowledge, especially after applying the visual programming language Scratch. Based on the obtained results, it can be concluded that the use of visual programming language in preschool education is an excellent supplement to the project-based learning method, as well as that it helps children to develop abilities such as creative and logical thinking and overall contributes to the progress of children in understanding arithmetic operations. [ABSTRACT FROM AUTHOR]
ISSN:	13300059
DOI:	10.59549/n.165.3-4.3