Comparison between Pseudocode Usage and Visual Programming with Scratch in Programming Teaching

This work presents the results of a research that aimed to evaluate the use of the Scratch visual programming language in the development of computational thinking, in comparison with the use of pseudocode, during the teaching of logic and programming algorithms. The research was delineated with a methodology of action research, which made possible the evaluation of the Scratch language and the pseudocode at the end of the approach of each content. The steps of approaching each content were initiated with the application of the diagnostic evaluation, and finalized with the evaluation of performance. The results indicate that the use of the Scratch language presented better results during the initial stages; as the complexity of the content increased, the use of the pseudocode produced better results. Nevertheless, it is worth noting the good acceptance of the Scratch language for the teaching-learning process of the contents, as well as the contribution that it has had to the learning of logic and programming algorithms.