Abstract This paper presents the development and evaluation of an elective course on Scratch programming specifically designed for specialized computer science education in lyceums. The course aimed to develop students’ algorithmic thinking and digital competencies in 10th and 11th grade through interactive project-based learning. A 12-week pedagogical experiment using a pre-test/post-test design was conducted to assess the course’s effectiveness. The results demonstrated significant improvements in students’ Scratch programming skills and computational thinking abilities, as confirmed by statistical analysis of test scores. The students also reported high satisfaction with the course. This study highlights the potential of integrating a targeted Scratch programming curriculum into lyceum education to foster crucial computational thinking skills and creativity, providing a strong foundation for further computer science learning.
Ryzhanina et al. (Mon,) studied this question.