Scratch's Impact on Technological Pedagogical Content Knowledge, Computational Thinking Skills, and Computing Attitudes of Prospective Elementary Mathematics Teachers

The purpose of this study is to examine the impact of the Scratch program on prospective elementary mathematics teachers Technological Pedagogical Content Knowledge (TPACK), Computational Thinking Skills, and Computing Attitudes. The study involved 73 prospective elementary mathematics teachers. Among various experimental models, a single-group pretest-posttest experimental design was chosen for this study. Before and after the Scratch training, the Technological Pedagogical Content Knowledge (TPACK) Scale, the Computational Thinking Skills Scale and the Computing Attitude Scale were administered to the prospective teachers. The Wilcoxon signed-rank test and the dependent groups t-test were utilized for data analysis. The study found that the trainin process of the Scratch program had no significant effect on the Computational Thinking Skills and Computing Attitudes of the prospective teachers. However, it was found that the process had a moderate effect only on the CK and TPACK sub-dimensions of prospective teachers TPACK development.