לתכנת או ליצור? זאת ה-שאלה! בחינת תוצרי תכנות יצירתי בפלטפורמת סקראץ' ביחס לתפיסות פדגוגיות של מורים לקוד ורובוטיקה

Integrating creative computing in formal learning supports the development of computational
thinking, which is essential for learning in the digital age. Consistent with the constructionist
learning theory (Papert, 1980), creative computing allows construction of knowledge by
designing tangible programing artifacts. Pedagogical perspectives of teachers affect how
creative computing is taught in schools. This study examined how teachers’ pedagogical
perspectives (instructivist and constructivist) are reflected in the quality and originality of
students’ programming artifacts, designed under the guidance of these teachers. The
participants were 20 teachers from Hebrew- and Arabic-speaking schools who were
characterized as either instructivist or constructivist based on the folk pedagogy
questionnaire. Following that, 96 programming artifacts of their students from elementary
and middle schools were analyzed by raters and by Dr. Scratch app. The findings showed
that, in the short term, the complexity of programming was higher among students exposed
to instructivist guidance. However, in the longer term, students' artifacts that were designed
under constructivist guidance were found to be more original and creative, aesthetic, and
expressed ideas more clearly than artifacts that were designed under instructivist guidance.
Moreover, the pedagogical perspectives of teachers influenced the perspectives of students
and were expressed in their programming artifacts. Namely, artifacts designed under
constructivist guidance allow users to be more active than artifacts designed under instructivist guidance. The paper discusses theoretical and educational implications of the
findings.