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Computational thinking (CT) is broadly recognised as a set of problem-solving methods that involve expressing problems and their solutions in ways that enable their computer-mediated representation across a variety of fields. Nowadays, it is argued that CT needs to be expanded towards new pathways that establish a less individualistic and more social CT. One of these pathways consists of modifying and sharing versions of projects that other members of the community have created, but few researchers have investigated how it might be applied to primary school pupils. In this study we aimed to address the effect of a CT course on (a) primary school students’ reusing and remixing proficiency level and (b) the CT concepts they modify while they engage in reusing and remixing Scratch projects. Forty pairs of participants worked with Scratch, a block-based visual programming language, remixing projects related to stories and games. Data collection involved semi-structured interviews, a rubric, and an online analytical tool, Dr. Scratch. The results of the analysis suggest that our instructional intervention, and especially game remixing activities, can improve students’ reusing and remixing proficiency; however, students modify different CT concepts when they remix stories and games.
Vourletsis et al. (Thu,) studied this question.
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