Methods is important when teaching programming languages. Alongside the development of computers, one of the aims was to teach all children
computer programming (Resnick et al., 2009). However, the difficulties experienced by students while writing programs on a program-compiler and the use of uninteresting activities in computer programming teaching (Resnick et al., 2009) caused students to consider computer programming a difficult task (Aşkar & Davenport, 2009; Caspersen & Kolling 2009). The idea that computer programming was difficult for students and teachers (Armoni, 2011; Gökçearslan & Alper, 2015) has tried to be removed via practical programs like
Scratch, Alice and AppInventor that were developed for visual programming.
Programming is a difficult process to learn, it is important to choose educational methods.
For most primary school students, as for high school students, it is about understanding the thinking process (computational thinking) and how the components of this process interacts to form a output. The next step is to provide the language logic (coding) which will allow them to demonstrate/ apply their understanding.
I developed a 'driving licence' for scratch which the student worked through each section demonstrated code and what it does. The students had to reproduce the code using a different object. Once the student had completed the driving licence they had to apply their knowledge/ skills by designing a game which integrated all the code (tasks) which they completed during achieving the driving licence. The students simply referred back to the driving licence for support with code.
As the teacher I constantly up levelled the project, by asking how the student can improve the game. I also encouraged the students to play each other games and give feedback which fuel game development.
I hope this helps.
In the past Logo, Cecil, Fortran Basic all were used . In the school Maths project (SMP) there were flow diagrams. We even used a simplified version of Basic which used numbers to select instructions. This was at secondary level and I found it unsatisfactory. The value of learning programming at primary level when other skill loom large- basic mathematics and languages - simple science and communications with peers and adults. To communicate with a machine in which you have to have some sort of need to formulate a program (task decomposition from goals) is fairly clearly, pointless. The thinking process for task-based planning belongs after a proper basis has been laid for more fundamentals subjects. Simple flowcharts for doing stuff is about as far as you need go. Please can we not inflict such self reflective adult skills on such young minds?
There are quite a few resources for educators using Scratch on the ScratchEd site:
http://scratched.gse.harvard.edu/resources
If you scroll down, the resources are organized by educational level (preschool and Kindergarten, Elementary School, etc.).
The site also includes a forum where fellow educators ask/answer questions, share best practices, etc.
I'm use Dojo for learning programming, example: http://s3.amazonaws.com/academia.edu.documents/37799398/fees_v1_p.pdf?AWSAccessKeyId=AKIAIWOWYYGZ2Y53UL3A&Expires=1499480596&Signature=c3EY0l5F9QyF8EMeGQYwo%2Bw06FY%3D&response-content-disposition=inline%3B%20filename%3DO_uso_de_questionarios_para_elicitacao_d.pdf#page=62
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