Visual programming with blocks in Primary Education: Learning and creating content in Social Sciences

Abstract

This study details the analysis regarding practice and integration of visual programming with blocks in Primary Education in Social Sciences through the Scratch application. The research analyzes benefits and practices measured in intervention from a Design Based Research, data triangulation, Bloom’s classical taxonomy, the TPACK model and Flipped Classroom model. In this case, 46 primary school students in 6th grade participate in the academic year 2013-14 creating animations and interactive environments that enable the development of content in Art History through the paintings of El Greco, Velázquez, Picasso and Dalí. Learning processes and creation of multimedia products by visual programming are accurately measured from the mentioned models. In the process of analyzing active learning, content in Art history and computational concepts, results highlight the ability of students to understand, apply, and synthesize contents. We conclude that these practices support improvement, motivation, satisfaction, fun, useful and commitment from students, enabling understanding of contents and logic and computational concepts Through multimedia activities with visual programming blocks.