Programming Practice Using Scratch for Each Grade of Elementary School
A method of teaching programming at elementary school is required. Scratch can easily practice the programming. This paper presents teaching materials by grade level using Scratch. For first graders, it is a teaching material for exercises of mouse operation. For second graders, it is a teaching material for exercises of keyboard operation. Third graders perform typing operations in Roman or English. Fourth graders create a program that tackles sequential processing. Fifth graders create a program that involves iterative processing. Sixth graders create a program that involves conditional branches and iterations. Each is combined with many subjects of art, music, national language and arithmetic. These materials were used in classroom practice with many teaching assistants. It is designed to be performed in 45 minutes. This paper also presents the results of classroom practice using these materials.
Classroom practices of low-cost STEM education using scratch
Science, Technology, Engineering, and Mathematics (STEM) education is spreading in some countries. In Japan, it is hoped that STEM education is incorporated into school classes. STEM education is sometimes incorporated experimentally in school classes. It’s not performed in every elementary school yet. STEAM education usually uses robots and the equipment costs money. Only some teachers who get the equipment can perform STEM education classes. Therefore, I would like to propose a low-cost STEM education. In late years, I practiced some elementary school classes using Scratch. Scratch is a useful tool for programming education. I think that Scratch can also be used for STEM education. My proposed low-cost STEM education uses Scratch. In this paper, I show how to use Scratch in STEM education. Scratch can control drones and mobile robots. Low-cost drones and mobile robots are also present. I propose a class that combines this equipment and Scratch. It is also possible to conduct STEM education classes with Scratch alone.
Educating the Educators: Rethinking Subject Matter and Methods
gate? In addition to general requirements in their professional education such as psychological and social foundations and student teaching, what specifically do social studies teachers need to know and be able to do? What, in particular, do they need to study in the subject matters of the social sciences (defined here, for purposes of brevity, to include history and geography), and what should they learn about its effective direction to desired results, that is, method? Usually answers to the first question require reference to the liberal arts component of teacher education and the second to methods in the professional education component. As we shall see, this separation of subject matter and method in the education of social studies teachers, although conventional, poses problems.