Tipp&See: A Learning Strategy to Guide Students Through Use->modify Scratch Activities

With the rise of Computational Thinking (CT) instruction at the elementary level, it is imperative that elementary computing instruction support a variety of learners. A popular pedagogical approach for this age group is Use->Modify->Create, which introduces a concept through a more scaffolded, guided instruction before culminating in a more open-ended project for student engagement. Yet, there is little research on student learning during the Use->Modify step, nor strategies to promote learning in this step. This paper introduces TIPP&SEE, a metacognitive learning strategy that further scaffolds student learning during this step. Results from an experimental study show statistically-significant performance gains from students using the TIPP&SEE strategy on nearly all assessment questions of moderate and hard difficulty, suggesting its potential as an effective CS/CT learning strategy.