Teaching the angle as direction using visual programming



The present research is part of a wider study, which aims to teach the concept of angle using the visual programming language Scratch. Four semi-structured real-world digital simulations were designed that highlighted the angle as a “change of direction” of an object's initial position or initial trajectory. The research involved 35 sixth grade students who used Scratch to design the digital simulations in order for the students to master the aspect of the concept of the angle related to “direction”. It was found that visual programming can be used satisfactorily to teach “direction” as a sub-dimension of angle. Specifically, 32 students designed at least 3 correct digital simulations, while a variety of strategies were observed that students used to achieve the goal of each task. It was also found that Scratch helped the students effectively manipulate the dynamic characteristics of the angle in each situation they designed.


Concept of the angle, angle as direction, Scratch, visual programming

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DOI: https://doi.org/10.26220/mje.4517

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