{"id":{"repo_id":"mit","oai_identifier":"oai:dspace.mit.edu:1721.1/112561"},"canonical_url":"https://search.dev.ndltd.org/etd/mit/oai:dspace.mit.edu:1721.1/112561","repository":{"repo_id":"mit","name":"MIT","base_url":"https://dspace.mit.edu/oai/request"},"display":{"title":"Scratch Microworlds : introducing novices to scratch using an interest-based, open-ended, scaffolded experience","abstract":"Currently, many introductory coding activities for children focus on engaging them in solving puzzles. This thesis explores a different approach to introducing coding that engages children in creating projects based on their interests. I present the iterative design and testing of Scratch Microworlds, simplified versions of the Scratch coding environment that contain a small set of blocks for making projects based on a theme, such as dance, soccer, or music. I use a design-based research approach to iteratively design, implement and evaluate Scratch Microworlds. The design of Scratch Microworlds is guided by three questions: (1) how to simplify initial experiences while still supporting creativity, (2) how to provide scaffolding while maintaining learners' agency, and (3) how to provide starting points that spark rather than limit the imagination. This thesis describes the design process, and analyzes the results of user-testing with children and educators. It concludes with a set of guidelines for the design of newcomer experiences into coding that support children as creative thinkers, informed by constructionist learning theory.","abstract_html":"Currently, many introductory coding activities for children focus on engaging them in solving puzzles. This thesis explores a different approach to introducing coding that engages children in creating projects based on their interests. 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