Formation of computational thinking of primary school students based on the creation of a digital storytelling project in ScratchJr

Abstract

Computational thinking is at the center of educational innovation as a set of problemsolving skills that must be acquired by new generations of students to succeed in a digital world full of
software-driven objects.
Computational thinking is a thinking skill that helps students solve complex problems using intelligent
tools such as decomposition, abstraction, data collection, algorithms, modeling, and communication. These
skills are applicable to all subject areas as students learn to use strategies, ideas and technological practices
more effectively as digital natives.  This study examines the development of computational thinking in primary school students by
integrating ScratchJr into the programming curriculum using project-based learning methods for the digital
narration of the Kazakh folk tale «Zheti kazynanyn biri». The ScratchJr visual programming environment
is visual and easy for children to use, as it provides quick adaptability to project activities through coding.
Digital storytelling is one of the newest pedagogical approaches that can involve students in
computational thinking. Teachers are in search of the latest technologies and educational approaches to
engage students in computational thinking. Digital storytelling using ScratchJr has the potential to meet
this demand.
In the study, the interdisciplinary topic «Zheti Kazynanyn Biri» is considered, the Kazakh folk tale in
the format of a digital narrative awakens national cognition in children from an early age. This contributes
to the formation of national values of the younger generation.
The article defines the advantage of digital storytelling in project-based primary school education for
the development of three components of computational thinking: the concept of computational thinking,
computational practice, and the prospects of computational thinking.