DIGITALCREATIVE THINKING IN PRIMARY STUDENTS WITH SCRATCH. DEVELOPING SKILLS FOR THE 21ST CENTURY IN CHILE
1 Universidad Católica de la Santísima Concepción (CHILE)
2 CIEDE-UCSC, Universidad Católica de la Santísima Concepción (CHILE)
2 CIEDE-UCSC, Universidad Católica de la Santísima Concepción (CHILE)
About this paper:
Appears in: INTED2018 Proceedings
Publication year: 2018
Pages: 9405-9412
ISBN: 978-84-697-9480-7
ISSN: 2340-1079
doi: 10.21125/inted.2018.2328
Publication year: 2018
Pages: 9405-9412
ISBN: 978-84-697-9480-7
ISSN: 2340-1079
doi: 10.21125/inted.2018.2328
Conference name: 12th International Technology, Education and Development Conference
Dates: 5-7 March, 2018
Location: Valencia, Spain
Dates: 5-7 March, 2018
Location: Valencia, Spain
Abstract:
One of the challenges of the knowledge society lies in the promotion of an education that can cope with the needs and emerging problems of this century. Currently, it is promoted a curriculum that develops the skills of the 21st century (P21, et. Al, 2008), which are defined as the skills required to function in the current world, whether contingent, in the study and in employment (Jenson, 2010).The development of 21st Century Skills (HS21) in students is a challenge for current education and Chile is no exception. Within HS21, creativity emerges as a fundamental skill. The objective of this research was to stimulate creative thinking in primary students through the use of a programming software called Scratch.
A quantitative and quasi-experimental study was carried out in 2017, using a pre and post test design with related sample. Subjects were selected intentionally. Sample was formed by 14 primary students of 7th grade from a public school located in Chillán Viejo, Ñuble Region, Chile.
The instrument of data collection was the Torrance Test (1966) in its modality of figurative expression, which measures the Creative Thinking that is obtained from the sum of the variables: Fluidity, Flexibility, Originality and Elaboration. This test was applied as a pre and post test.
The pedagogical intervention developed afterwards was a creative thinking stimulation workshop. It was implemented within the Technology class in six sessions of two hours each. The students were encourage to know the programming software tools and funtions, to develop landscape animations with the programming application called Scratch 1.4.
Results show that there were differences in the averages of creativity scores, but not statistically significant in the level of creativity between the measurements before and after the pedagogical intervention. Despite the results, some factors that could explain the results are related to the low number of sessions, and the novelty effect in the introduction of an ICT methodology.