Research Article
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Year 2020, Issue: 18, 95 - 111, 24.07.2020
https://doi.org/10.30786/jef.556701

Abstract

References

  • Adams, J.C. (2010). Scratching middle schoolersʼ creative itch. In Proceding of SIGCSE Technical Symposium on Computer Science Education, (pp.356-360), Milwaukee, Wisconsin, USA.
  • Anastasiadou, S.D., & Karakos, A.S. (2011). The beliefs of electrical and computer engineering students’ regarding computer programming. The International Journal of Technology, Knowledge and Society, 7(1), 37-51.
  • Armoni, M., Meerbaum-Salant, O., & Ben-Ari, M. (2015). From scratch to “real” programming. ACM Transactions on Computing Education (TOCE), 14(4), 25:1-15.
  • Batdı, V., & Batdı, H. (2015). Effect of creative drama on academic achievement: A meta-analytic and thematic analysis. Educational Sciences: Theory & Practice, 15(6), 1459-1470.
  • Brennan, K., & Resnick, M. (2013). Stories from the scratch community: connecting with ideas, interests, and people. In Proceeding of the 44th ACM Technical Symposium on Computer Science Education (pp. 463-464). ACM.
  • Brown, Q., Mongan, W., Kusic, D., Garbarine, E., Fromm, E., & Fontecchio, A. (2008). Computer aided instruction as a vehicle for problem solving: Scratch programming environment in the middle years classroom. J. Lohmann (Ed.), ASEE Annual Conference & Exposition (pp. 9285-9300). Washington DC: American Society for Engineering Education.
  • Calao, L.A., Moreno-Le´on J., Correa H. E., & Robles, G. (2015). Developing mathematical thinking with scratch an experiment with 6th grade students. Design for Teaching and Learning in a Networked World, 10th European Conference on Technology Enhanced Learning, 9307, 17-27.
  • Calder, N. (2010). Using Scratch: An integrated problem-solving approach to mathematical thinking. Australian Primary Mathematics Classroom, 15(4), 9-14.
  • Demir, F. (2015). Programlama öğretiminde eğitsel programlama dilinin farklı kullanımlarının programlama başarısı ve kaygısına etkisi [The effect of different usage of the educational programming language in programming education on the programming anxiety and achievement]. (Unpublished Doctoral Dissertation). Atatürk University, Erzurum.
  • Dinçer, A. (2018). 6.Sınıf öğrencilerine Scratch ve Kodu Game Lab programlama dillerinin öğretiminde öğrencilerin tutum, öz yeterlilik ve akademik başarılarının karşılaştırılması [The comparison of 6th grade students' in terms of attitudes, self-efficacy and academic achievement on teaching of scratch and kodu game lab 'programming languages]. (Unpublished Master Thesis). Dokuz Eylül University, İzmir.
  • Erol, O. (2015). Scratch ile programlama öğretiminin bilişim teknolojileri öğretmen adaylarının motivasyon ve başarılarına etkisi. [The effects of teaching programming with Scratch on pre-service information technology teachers' motivation and achievement]. (Unpublished Doctoral Dissertation). Anadolu University, Eskişehir.
  • Ersoy, H., Madran, R.O., & Gülbahar, Y. (2011). Programlama dilleri öğretimine bir model önerisi: Robot programlama. in Akademik Bilişim Konferansı, Inonu University, Malatya.
  • Fesakis, G., & Serafeim, K. (2009). Influence of the familiarization with "Scratch" on future teachers' opinions and attitudes about programming and ICT in education. In Proceedings of the 14th Annual ACM SIGCSE Conference on Innovation and Technology in Computer Science Education, Paris, France.
  • Genç, Z., & Karakuş, S. (2011). Tasarımla öğrenme: Eğitsel bilgisayar oyunları tasarımında Scratch kullanımı [Learning Through Design: Using Scratch in Instructional Computer Games Design]. In 5th International Computer & Instructional Technologies Symposium (ICITS), Fırat University, Elazığ, Turkey.
  • Gezgin D.M., Özcan S., Ergün K., Köse Ö., & Emir, N., (2017). Bilgisayar programlama eğitiminde Scratch programı kullanımına ilişkin lise öğrencilerinin görüşleri [High school students’ opinions regarding the Scratch program use in computer programming course]. In 2nd International Scientific Researches Congress on Humanities and Social Sciences (IBAD-2017), İstanbul, Turkey.
  • Ihmaid, (2017). The effectiveness of using Scratch applications in developing sixth graders' English vocabulary, its retention, and self-efficacy. (Unpublished Master Thesis), The Islamic University, Gaza, Palestinian.
  • Ke, F. (2014). An implementation of design-based learning through creating educational computer games: A case study on mathematics learning during design and computing. Computers & Education, 73, 26–39.
  • Kinnunen, P., & Malmi, L. (2008). CS minors in a CS1 course. In Proceeding of the Fourth International Workshop on Computing Education Research, ICER (s.79 -90). New York, USA.
  • Kobsiripat, W. (2015). Effects of the media to promote the scratch programming capabilities creativity of elementary school students. Procedia-Social and Behavioral Sciences, 174, 227-232.
  • Lahtinen, E., Ala-Mutka, K., & Järvinen, H. (2005). A study of the difficulties of novice programmers. ACM SIGCSE Bulletin, 37(3), 14-18.
  • Lopez, J.M., Gonzalez, M.R., & Cano, E.V. (2016). Visual programming languages integrated across the curriculum in elementary school: A two year case study using “Scratch” in five schools. Computers & Educations, 97, 129-141.
  • Maloney, J., Resnick, M., Rusk, N., Silverman, B., & Eastmond, E. (2010). The Scratch programming language and environment. Trans. Comput. Educ., 10(4), 1-15.
  • Meerbaum-Salant, O., Armoni, M., & Ben-Ari, M. (2013). Learning computer science concepts with scratch. Computer Science Education, 23(3), 239-264.
  • Nam, D., Kim, Y., & Lee, T. (2010). The effects of scaffolding-based courseware for the scratch programming learning on student problem solving skill. In Proceedings of the 18th International Conference on Computers in Education. Putrajaya, Malaysia.
  • Oh J., Lee J., & Kim J. (2013). Development and application of STEAM based education program using Scratch: Focus on 6th graders’ science in elementary school. In: Park J., Ng JY., Jeong HY., Waluyo B. (eds) Multimedia and Ubiquitous Engineering. Lecture Notes in Electrical Engineering, 240, 493-501. doi.org/10.1007/978-94-007-6738-6_60
  • Oluk, A., & Korkmaz, Ö. (2016). Comparing students’ Scratch skills with their computational thinking skills in terms of different variables. I.J. Modern Education and Computer Science, 11, 1–7.
  • Ortiz-Colon, A.M., & Romo, J.L.M. (2016). Teaching with Scratch in compulsory secondary education. International Journal of Emerging Technologies in Learning (iJET), 11(02), 67-70.
  • Papadakis, S., Kalogiannakis, M., Zaranis, N., & Orfanakis,V. (2016). Using Scratch and App Inventor for teaching introductory programming in secondary education. A case study. International Journal of Technology Enhanced Learning, 8(3/4), 217-233. doi:10.1504/IJTEL.2016.10001505.
  • Papatğa, E. (2016). Okuduğunu anlama becerilerinin SCRATCH programı aracılığıyla geliştirilmesi [Developing reading comprehension skills through SCRATCH program]. (Unpublished Doctoral Dissertation), Anadolu University, Eskişehir.
  • Psycharis, S., & Kallia, M. (2017). The effects of computer programming on high school students’ reasoning skills and mathematical self-efficacy and problem solving. Instructional Science, 45(5), 583-602.
  • Quan, C.G. (2015). Student teachers evaluating and assessing SCRATCH in the Applied Linguistics classroom. Procedia-Social and Behavioral Sciences, 174, 1450-1456.
  • Ramadhan, H.A. (2000). Programming by discovery. Journal of Computer Assisted Learning, 16, 83-93.
  • Resnick, M., Maloney, J., Monroy-Hernández, A., Rusk, N., Eastmond, E., Brennan, K., Millner, A., Rosenbaum, E., Silver, J., Silverman, B., & Kafai, Y. (2009). Scratch: Programming for all. Communications of the ACM, 52(11), 60-67.
  • Ruf, A., Muhling, A., & Hubwieser, P. (2014). Scratch vs. Karel: impact on learning outcomes and motivation. In Proceedings of the 9th Workshop in Primary and Secondary Computing Education. Berlin, Germany.
  • Sáez-López, J.M., Román-González, M., & Vázquez-Cano, E. (2016). Visual programming languages integrated across the curriculum in elementary school: A two year case study using “Scratch” in five schools. Computers & Education, 97, 129–141.
  • Saygıner, Ş., (2017). Blok tabanlı görsel ve metin tabanlı programlama öğretimlerinin erişi, mantıksal düşünme ve motivasyona etkileri [Effects of block-based visual and text-based programming instruction on achievement, logical thinking and motivation]. (Unpublished Master Thesis), Hacettepe University, Ankara.
  • Scratch (2019). Scratch about. [https://scratch.mit.edu/about]
  • Şimşek, E., (2018). Programlama öğretiminde robotik ve Scratch uygulamalarının öğrencilerin bilgi işlemsel düşünme becerileri ve akademik başarılarına etkisi [The effect of robotics and scratch applications on computational thinking skills and academic achievement in programming instruction]. (Unpublished Master Thesis), Ondokuz Mayıs University, Samsun.
  • Smith, B.J. (2009). Conceptual graphs as a visual programming language for teaching programming. In 2009 IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC) (pp. 258-259). IEEE.
  • Su, A.Y., Huang, C.S., Yang, S.J., Ding, T.J., & Hsieh, Y.Z. (2015). Effects of Annotations and homework on learning achievement: An empirical study of scratch programming Pedagogy. Educational Technology & Society, 18(4), 331-343.
  • Taylor, M., Harlow, A., & Forret, M. (2010). Using a computer programming environment and an interactive whiteboard to investigate some mathematical thinking. Procedia-Social and Behavioral Sciences, 8, 561-570.
  • Utting, I., Cooper, S., Kölling, M., Maloney, J., & Resnick, M. (2010). Alice, greenfoot, and scratch--a discussion. ACM Transactions on Computing Education (TOCE), 10(4), 17:1-11.
  • Vatansever, Ö. (2018). Scratch ile programlama öğretiminin ortaokul 5. ve 6. sınıf öğrencilerinin problem çözme becerileri üzerindeki etkisinin incelenmesi [Examining The effects of using Scratch programming on 5th and 6th graders' problem solving skills]. (Unpublished Master Thesis), Uludağ University, Bursa.
  • Viera, A.J., & Garrett, J.M. (2005). Understanding interobserver agreement: The kappa statistic. Family Medicine, 37(5), 360-363.
  • Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. Seckin Publishing, Ankara.
  • Yıldırım, E. (2017). Scratch programlama dili eğitimine yönelik bir mobil uygulamanın geliştirilmesi [Development of a mobile application oriented for scratch programming education]. (Unpublished Master Thesis), Çanakkale Onsekiz Mart University, Çanakkale.
  • Yükseltürk, E., & Altıok, S. (2016). Investigation of pre-service information technology teachers' game projects prepared with Scratch. SDU International Journal of Educational Studies, 3(1), 59-66.
  • Yükseltürk, E., & Altıok, S. (2016). Pre-service information technology teachers` perceptions about using Scratch tool in teaching programming. Mersin University Journal of the Faculty of Education, 12(1), 39-52.
  • Yünkül, E., Durak, G., Çankaya, S., & Mısırlı, Z. A. (2017). The effects of Scratch software on students’ computational thinking skills. Necatibey Faculty of Education, Electronic Journal of Science and Mathematics Education, 11(2), 502-517.

Investigation of the Studies on the Use of Scratch Software in Education

Year 2020, Issue: 18, 95 - 111, 24.07.2020
https://doi.org/10.30786/jef.556701

Abstract

The aim of this study is to classify the methodological tendencies and outputs of the studies conducted on the use of Scratch software in education with their main lines and to examine them in a comprehensive and holistic way. A literature review was conducted based on different databases in line with the purpose of the study and we accessed 76 different studies within this scope. Document review steps were followed to explain the data obtained in the study and to access the necessary concepts and relations. Meta-thematic analyses were performed to complement the data obtained, and qualitative findings were obtained by referring to common codes and themes of qualitative studies. The results of the study indicate that the use of Scratch software in education was found to have positive effects on motivation, self-efficacy, attitude, higher-level thinking, and academic success. In addition, materializing software teaching by freeing it from its abstract and complex structure, enabling students to acquire 21st-century skills at an early age, encouraging students to trust themselves by boosting their interest and motivation can be defined as some of the positive aspects of the Scratch software. The limitations of the Scratch software were determined as being unsuitable for advanced coding, limited code structure, and difficulty in understanding the logic of some basic structures.

References

  • Adams, J.C. (2010). Scratching middle schoolersʼ creative itch. In Proceding of SIGCSE Technical Symposium on Computer Science Education, (pp.356-360), Milwaukee, Wisconsin, USA.
  • Anastasiadou, S.D., & Karakos, A.S. (2011). The beliefs of electrical and computer engineering students’ regarding computer programming. The International Journal of Technology, Knowledge and Society, 7(1), 37-51.
  • Armoni, M., Meerbaum-Salant, O., & Ben-Ari, M. (2015). From scratch to “real” programming. ACM Transactions on Computing Education (TOCE), 14(4), 25:1-15.
  • Batdı, V., & Batdı, H. (2015). Effect of creative drama on academic achievement: A meta-analytic and thematic analysis. Educational Sciences: Theory & Practice, 15(6), 1459-1470.
  • Brennan, K., & Resnick, M. (2013). Stories from the scratch community: connecting with ideas, interests, and people. In Proceeding of the 44th ACM Technical Symposium on Computer Science Education (pp. 463-464). ACM.
  • Brown, Q., Mongan, W., Kusic, D., Garbarine, E., Fromm, E., & Fontecchio, A. (2008). Computer aided instruction as a vehicle for problem solving: Scratch programming environment in the middle years classroom. J. Lohmann (Ed.), ASEE Annual Conference & Exposition (pp. 9285-9300). Washington DC: American Society for Engineering Education.
  • Calao, L.A., Moreno-Le´on J., Correa H. E., & Robles, G. (2015). Developing mathematical thinking with scratch an experiment with 6th grade students. Design for Teaching and Learning in a Networked World, 10th European Conference on Technology Enhanced Learning, 9307, 17-27.
  • Calder, N. (2010). Using Scratch: An integrated problem-solving approach to mathematical thinking. Australian Primary Mathematics Classroom, 15(4), 9-14.
  • Demir, F. (2015). Programlama öğretiminde eğitsel programlama dilinin farklı kullanımlarının programlama başarısı ve kaygısına etkisi [The effect of different usage of the educational programming language in programming education on the programming anxiety and achievement]. (Unpublished Doctoral Dissertation). Atatürk University, Erzurum.
  • Dinçer, A. (2018). 6.Sınıf öğrencilerine Scratch ve Kodu Game Lab programlama dillerinin öğretiminde öğrencilerin tutum, öz yeterlilik ve akademik başarılarının karşılaştırılması [The comparison of 6th grade students' in terms of attitudes, self-efficacy and academic achievement on teaching of scratch and kodu game lab 'programming languages]. (Unpublished Master Thesis). Dokuz Eylül University, İzmir.
  • Erol, O. (2015). Scratch ile programlama öğretiminin bilişim teknolojileri öğretmen adaylarının motivasyon ve başarılarına etkisi. [The effects of teaching programming with Scratch on pre-service information technology teachers' motivation and achievement]. (Unpublished Doctoral Dissertation). Anadolu University, Eskişehir.
  • Ersoy, H., Madran, R.O., & Gülbahar, Y. (2011). Programlama dilleri öğretimine bir model önerisi: Robot programlama. in Akademik Bilişim Konferansı, Inonu University, Malatya.
  • Fesakis, G., & Serafeim, K. (2009). Influence of the familiarization with "Scratch" on future teachers' opinions and attitudes about programming and ICT in education. In Proceedings of the 14th Annual ACM SIGCSE Conference on Innovation and Technology in Computer Science Education, Paris, France.
  • Genç, Z., & Karakuş, S. (2011). Tasarımla öğrenme: Eğitsel bilgisayar oyunları tasarımında Scratch kullanımı [Learning Through Design: Using Scratch in Instructional Computer Games Design]. In 5th International Computer & Instructional Technologies Symposium (ICITS), Fırat University, Elazığ, Turkey.
  • Gezgin D.M., Özcan S., Ergün K., Köse Ö., & Emir, N., (2017). Bilgisayar programlama eğitiminde Scratch programı kullanımına ilişkin lise öğrencilerinin görüşleri [High school students’ opinions regarding the Scratch program use in computer programming course]. In 2nd International Scientific Researches Congress on Humanities and Social Sciences (IBAD-2017), İstanbul, Turkey.
  • Ihmaid, (2017). The effectiveness of using Scratch applications in developing sixth graders' English vocabulary, its retention, and self-efficacy. (Unpublished Master Thesis), The Islamic University, Gaza, Palestinian.
  • Ke, F. (2014). An implementation of design-based learning through creating educational computer games: A case study on mathematics learning during design and computing. Computers & Education, 73, 26–39.
  • Kinnunen, P., & Malmi, L. (2008). CS minors in a CS1 course. In Proceeding of the Fourth International Workshop on Computing Education Research, ICER (s.79 -90). New York, USA.
  • Kobsiripat, W. (2015). Effects of the media to promote the scratch programming capabilities creativity of elementary school students. Procedia-Social and Behavioral Sciences, 174, 227-232.
  • Lahtinen, E., Ala-Mutka, K., & Järvinen, H. (2005). A study of the difficulties of novice programmers. ACM SIGCSE Bulletin, 37(3), 14-18.
  • Lopez, J.M., Gonzalez, M.R., & Cano, E.V. (2016). Visual programming languages integrated across the curriculum in elementary school: A two year case study using “Scratch” in five schools. Computers & Educations, 97, 129-141.
  • Maloney, J., Resnick, M., Rusk, N., Silverman, B., & Eastmond, E. (2010). The Scratch programming language and environment. Trans. Comput. Educ., 10(4), 1-15.
  • Meerbaum-Salant, O., Armoni, M., & Ben-Ari, M. (2013). Learning computer science concepts with scratch. Computer Science Education, 23(3), 239-264.
  • Nam, D., Kim, Y., & Lee, T. (2010). The effects of scaffolding-based courseware for the scratch programming learning on student problem solving skill. In Proceedings of the 18th International Conference on Computers in Education. Putrajaya, Malaysia.
  • Oh J., Lee J., & Kim J. (2013). Development and application of STEAM based education program using Scratch: Focus on 6th graders’ science in elementary school. In: Park J., Ng JY., Jeong HY., Waluyo B. (eds) Multimedia and Ubiquitous Engineering. Lecture Notes in Electrical Engineering, 240, 493-501. doi.org/10.1007/978-94-007-6738-6_60
  • Oluk, A., & Korkmaz, Ö. (2016). Comparing students’ Scratch skills with their computational thinking skills in terms of different variables. I.J. Modern Education and Computer Science, 11, 1–7.
  • Ortiz-Colon, A.M., & Romo, J.L.M. (2016). Teaching with Scratch in compulsory secondary education. International Journal of Emerging Technologies in Learning (iJET), 11(02), 67-70.
  • Papadakis, S., Kalogiannakis, M., Zaranis, N., & Orfanakis,V. (2016). Using Scratch and App Inventor for teaching introductory programming in secondary education. A case study. International Journal of Technology Enhanced Learning, 8(3/4), 217-233. doi:10.1504/IJTEL.2016.10001505.
  • Papatğa, E. (2016). Okuduğunu anlama becerilerinin SCRATCH programı aracılığıyla geliştirilmesi [Developing reading comprehension skills through SCRATCH program]. (Unpublished Doctoral Dissertation), Anadolu University, Eskişehir.
  • Psycharis, S., & Kallia, M. (2017). The effects of computer programming on high school students’ reasoning skills and mathematical self-efficacy and problem solving. Instructional Science, 45(5), 583-602.
  • Quan, C.G. (2015). Student teachers evaluating and assessing SCRATCH in the Applied Linguistics classroom. Procedia-Social and Behavioral Sciences, 174, 1450-1456.
  • Ramadhan, H.A. (2000). Programming by discovery. Journal of Computer Assisted Learning, 16, 83-93.
  • Resnick, M., Maloney, J., Monroy-Hernández, A., Rusk, N., Eastmond, E., Brennan, K., Millner, A., Rosenbaum, E., Silver, J., Silverman, B., & Kafai, Y. (2009). Scratch: Programming for all. Communications of the ACM, 52(11), 60-67.
  • Ruf, A., Muhling, A., & Hubwieser, P. (2014). Scratch vs. Karel: impact on learning outcomes and motivation. In Proceedings of the 9th Workshop in Primary and Secondary Computing Education. Berlin, Germany.
  • Sáez-López, J.M., Román-González, M., & Vázquez-Cano, E. (2016). Visual programming languages integrated across the curriculum in elementary school: A two year case study using “Scratch” in five schools. Computers & Education, 97, 129–141.
  • Saygıner, Ş., (2017). Blok tabanlı görsel ve metin tabanlı programlama öğretimlerinin erişi, mantıksal düşünme ve motivasyona etkileri [Effects of block-based visual and text-based programming instruction on achievement, logical thinking and motivation]. (Unpublished Master Thesis), Hacettepe University, Ankara.
  • Scratch (2019). Scratch about. [https://scratch.mit.edu/about]
  • Şimşek, E., (2018). Programlama öğretiminde robotik ve Scratch uygulamalarının öğrencilerin bilgi işlemsel düşünme becerileri ve akademik başarılarına etkisi [The effect of robotics and scratch applications on computational thinking skills and academic achievement in programming instruction]. (Unpublished Master Thesis), Ondokuz Mayıs University, Samsun.
  • Smith, B.J. (2009). Conceptual graphs as a visual programming language for teaching programming. In 2009 IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC) (pp. 258-259). IEEE.
  • Su, A.Y., Huang, C.S., Yang, S.J., Ding, T.J., & Hsieh, Y.Z. (2015). Effects of Annotations and homework on learning achievement: An empirical study of scratch programming Pedagogy. Educational Technology & Society, 18(4), 331-343.
  • Taylor, M., Harlow, A., & Forret, M. (2010). Using a computer programming environment and an interactive whiteboard to investigate some mathematical thinking. Procedia-Social and Behavioral Sciences, 8, 561-570.
  • Utting, I., Cooper, S., Kölling, M., Maloney, J., & Resnick, M. (2010). Alice, greenfoot, and scratch--a discussion. ACM Transactions on Computing Education (TOCE), 10(4), 17:1-11.
  • Vatansever, Ö. (2018). Scratch ile programlama öğretiminin ortaokul 5. ve 6. sınıf öğrencilerinin problem çözme becerileri üzerindeki etkisinin incelenmesi [Examining The effects of using Scratch programming on 5th and 6th graders' problem solving skills]. (Unpublished Master Thesis), Uludağ University, Bursa.
  • Viera, A.J., & Garrett, J.M. (2005). Understanding interobserver agreement: The kappa statistic. Family Medicine, 37(5), 360-363.
  • Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. Seckin Publishing, Ankara.
  • Yıldırım, E. (2017). Scratch programlama dili eğitimine yönelik bir mobil uygulamanın geliştirilmesi [Development of a mobile application oriented for scratch programming education]. (Unpublished Master Thesis), Çanakkale Onsekiz Mart University, Çanakkale.
  • Yükseltürk, E., & Altıok, S. (2016). Investigation of pre-service information technology teachers' game projects prepared with Scratch. SDU International Journal of Educational Studies, 3(1), 59-66.
  • Yükseltürk, E., & Altıok, S. (2016). Pre-service information technology teachers` perceptions about using Scratch tool in teaching programming. Mersin University Journal of the Faculty of Education, 12(1), 39-52.
  • Yünkül, E., Durak, G., Çankaya, S., & Mısırlı, Z. A. (2017). The effects of Scratch software on students’ computational thinking skills. Necatibey Faculty of Education, Electronic Journal of Science and Mathematics Education, 11(2), 502-517.
There are 49 citations in total.

Details

Primary Language English
Journal Section Makaleler
Authors

Tarık Talan 0000-0002-5371-4520

Publication Date July 24, 2020
Published in Issue Year 2020 Issue: 18

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APA Talan, T. (2020). Investigation of the Studies on the Use of Scratch Software in Education. Journal of Education and Future(18), 95-111. https://doi.org/10.30786/jef.556701
AMA Talan T. Investigation of the Studies on the Use of Scratch Software in Education. JEF. July 2020;(18):95-111. doi:10.30786/jef.556701
Chicago Talan, Tarık. “Investigation of the Studies on the Use of Scratch Software in Education”. Journal of Education and Future, no. 18 (July 2020): 95-111. https://doi.org/10.30786/jef.556701.
EndNote Talan T (July 1, 2020) Investigation of the Studies on the Use of Scratch Software in Education. Journal of Education and Future 18 95–111.
IEEE T. Talan, “Investigation of the Studies on the Use of Scratch Software in Education”, JEF, no. 18, pp. 95–111, July 2020, doi: 10.30786/jef.556701.
ISNAD Talan, Tarık. “Investigation of the Studies on the Use of Scratch Software in Education”. Journal of Education and Future 18 (July 2020), 95-111. https://doi.org/10.30786/jef.556701.
JAMA Talan T. Investigation of the Studies on the Use of Scratch Software in Education. JEF. 2020;:95–111.
MLA Talan, Tarık. “Investigation of the Studies on the Use of Scratch Software in Education”. Journal of Education and Future, no. 18, 2020, pp. 95-111, doi:10.30786/jef.556701.
Vancouver Talan T. Investigation of the Studies on the Use of Scratch Software in Education. JEF. 2020(18):95-111.
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