2. The introduction of algorithmic thinking with block coding

(1) What is algorithmic thinking? How is it related to this course?

An illustration of the concepts of sequence and loop, indicating that sequence means ordered movement and loop means that a declared activity is repeated.

Algorithmic thinking involves devising step-by-step solutions akin to a computer programmer creating application for problem-solving. This process includes testing and debugging to maintain the relevance and effectiveness of the solutions.

An illustration of a person playing the piano with both hands.

You can utilize algorithmic thinking skills, sequence and loop, to make your own digital music keyboard throughout the course.

(2) What is block coding for? Why is Scratch for this course?

Blocks of code representing move, speak, and repeat functions

Block coding is a computer education tool suited for K-12 level!

Block coding, also known as block-based programming, is a visual programming language that allows students to develop their algorithmic thinking skills. It helps creating programs by assembling blocks or visual elements, often in the form of puzzle-like pieces, rather than writing code in a traditional text-based format. Each block represents a specific command or function, and users can drag and drop these blocks to create application according to algorithms.

A cat sprite repeatedly travels across the map.

Scratch is the most popular block-based coding tool for K-12 level!

There has been many research and actual practices going on in the K-12 educational context.

The most popular block coding tool has been Scratch between 6 to 14 years old learners (Santos et al., 2020).
Scratch was a representative epitome with the idea of Taylor et al. (2020) that educators and learners had widespread access to free online courses, frameworks, guides, and activities that cover computational thinking and coding in the twenty-first century.

Reference

Santos, P. S. C., Araujo, L. G. J., & Bittencourt, R. A. (2018). A Mapping Study of Computational Thinking and Programming in Brazilian K-12 Education. 2018 IEEE Frontiers in Education Conference (FIE), 1–8.

https://doi.org/10.1109/FIE.2018.8658828

Taylor, V., Tilhou, R., Crompton, H. (2020). Computational Thinking and Coding Across Content Areas to Develop Digital Skills. Emerging Technologies and Pedagogies in the Curriculum, 231–243.

https://doi.org/10.1007/978-981-15-0618-5_14

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