Jacobsen, MicheleMartin, Stephen2016-02-082016-02-082016-02-082016Martin, S. (2016). A Descriptive and Explorative Case Study of a Scratch Programming Experience Involving the Creation of a Lunar Simulation/Model with Grade Six Learners (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/24707http://hdl.handle.net/11023/2851This mixed methods descriptive and exploratory case study examined the experiences of two classes in an elementary school (39 students) using the Scratch programming language to create a lunar simulation of the Earth/Moon System over six days. Using the Computational Thinking Framework developed by Brennan and Resnick (2012) the researcher examined the computational thinking (CT) concepts and practices students were exposed to. This study finds that all of the student groups experienced at least partial success in building their simulation. The researcher found that all of the groups explored the CT concepts of sequence, events, parallelism, conditionals and operators while building their simulation and more than 80% of the groups used data and loops. There is evidence that the students were involved in three of the computational practices: incremental and iterative, testing and debugging and, abstracting and modularizing. This study offers recommendations for practice and for future research.engUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.Education--ElementaryEducation--SciencesEducation--Technologycomputational thinkingcomputer programmingK-12 Computer ScienceScratchdesign thinkingElementary Educationelementary sciencemaster thesis10.11575/PRISM/24707