Designing a Scratch-to-Python learning progression for primary school learners: A design and development research approach

Abstract

This work considers the block-to-text programming transition, stressing representational and syntactic challenges that require careful instructional design, particularly for primary school students. The design and development of a carefully crafted Scratch-toPython learning progression for Malaysian Standard 4 students is presented. The research follows a product-oriented approach to design and development. The design of the instructional structure takes into account Cognitive Load Theory, learning transfer, and computational thinking and states four design principles, namely representation alignment, progressive
scaffolding, focus on code analysis, and cross-representation mapping. Two instructional paths
are proposed: a Sequential model with eight Scratch lessons and eight Python lessons and a
Concurrent model with eight Scratch and eight Python lessons altogether. Both paths have two lessons a week for 8 weeks. The paper describes design reasoning, concept mapping,
instructional sequencing, assessment matching, and formative improvements gained through pilot implementation. Particularly, the final design for the main study places Scratch and Python code-analysis pre-test prior to the instruction, an intermediate engagement assessment at the end of Week 6, another engagement assessment at the end of Week 8, and code-analysis post-test after instruction. This paper adds to the body of research a clear instructional design specification but not the results of its effectiveness testing. Comparative testing will be done in future research.