A FRAMEWORK FOR USING A MOTIVATIONAL APPROACH IN TEACHING THE SCRATCH VISUAL PROGRAMMING LANGUAGE

ISSN: 2582-4686 SJIF 2021-3.261,SJIF 20222.889, 2024-6.875 ResearchBib IF: 9.948 / 2024 VOLUME-5, ISSUE-11 807 A FRAMEWORK FOR USING A MOTIVATIONAL APPROACH IN TEACHING THE SCRATCH VISUAL PROGRAMMING LANGUAGE Bozorov Akmal Ashirovich Karshi State University, Uzbekistan Annotatsiya. Ushbu maqolada umumiy o‘rta ta’lim maktablarining 5-sinf o‘quvchilariga vizual dasturlash, xususan Scratch muhiti orqali dastlabki algoritmik kompetensiyalarni shakllantirishga qaratilgan metodik yondashuv ishlab chiqilgan. Tadqiqotda o‘quvchilarda dasturlashga bo‘lgan qiziqishning pasayishiga sabab bo‘layotgan texnologik qulayliklar, sun’iy intellekt vositalarining keng qo‘llanishi kabi zamonaviy omillar tahlil qilingan. Kalit so‘zlar: vizual dasturlash, Scratch, algoritmik fikrlash, motivatsion yondashuv, interfaol ta’lim, gamifikatsiya, uchlik metodi, 5-sinf, Informatika ta’limi, raqamli kompetensiyalar. Аннотация. В данной статье разработан методический подход, направленный на формирование начальных алгоритмических компетенций у учащихся 5-х классов общеобразовательных школ посредством визуального программирования, в частности, среды Scratch. В исследовании проанализированы современные факторы, такие как технологические удобства и широкое использование средств искусственного интеллекта, которые приводят к снижению интереса учащихся к программированию. Ключевые слова: визуальное программирование, Scratch, алгоритмическое мышление, мотивационный подход, интерактивное обучение, геймификация, метод тройки, 5-й класс, обучение информатике, цифровые компетенции. Abstract. This article develops a methodological approach aimed at forming initial algorithmic competencies in visual programming, in particular, through the Scratch environment, for 5th grade students of general secondary schools. The study analyzes modern factors such as technological conveniences and the widespread use of artificial intelligence tools, which cause a decrease in students' interest in programming. Keywords: visual programming, Scratch, algorithmic thinking, motivational approach, interactive learning, gamification, triple method, 5th grade, Computer Science education, digital competencies. In contemporary general secondary education, the algorithmization and visual programming block constitutes a pivotal component of the subject “Informatics and Information Technologies.” The systematic study of this section not only lays the groundwork for students’ introductory programming competencies, but also cultivates key intellectual capacities such as logical reasoning, critical evaluation, and structured problem decomposition. As a result, learners develop a well-formed understanding of the nature of digital technologies, the operational foundations of computer programs, and the practical relevance of algorithmic processes in real-world contexts [1]. However, many researchers emphasize that in recent years, the rapid development of the IT sector, in particular, the deep penetration of modern software tools and artificial intelligence systems into everyday life, has significantly reduced the need for students to independently develop algorithms or engage in visual programming [2]. That is, the ease of managing complex technologies weakens students' interest in understanding the specific content of the programming process. Therefore, it is necessary to develop new pedagogical approaches aimed at restoring, strengthening and developing ISSN: 2582-4686 SJIF 2021-3.261,SJIF 20222.889, 2024-6.875 ResearchBib IF: 9.948 / 2024 VOLUME-5, ISSUE-11 808 students' interest in algorithmization and visual programming in today's educational process. In particular, improving the forms, methods and tools of teaching visual programming languages, enriching the educational process with interactive and motivational learning environments, and applying methodological solutions that are appropriate for the age characteristics and individual interests of students are one of the urgent tasks of today. Research in this area not only forms students' positive attitudes towards programming, but also helps them become competent specialists in line with the requirements of the digital economy in the future. In this regard, it is important to improve the teaching of algorithms and visual programming in general secondary schools based on modern pedagogical technologies, especially for primary school students, and to organize the learning process in an interesting, simple and understandable way. In this regard, the Scratch platform, which is widely used as a visual programming environment, serves as a convenient tool for students to take their first steps in programming. Scientific research in this regard, namely on the methodology for forming and developing students' programming competencies, has been conducted by scientists such as U.M.Mirsanov [3], N.A.Otakhanov [4], R.N.Tu'raev [5], K.N.Djumabaev [6], O'.O'.Jumanko'ziyev [7], F.F.Kasimov [8], F.J.Tokhirov [9], D.A.Sharov [10], S.S.Sorokin [11], Y.N.Nilova [12], Sun-Hea Choi [13]. These scientists studied the issues of improving the methodology of teaching Delphi, Python and Scratch languages in general secondary schools, developing students' programming competencies based on digital technologies and interactive tools, and teaching object-oriented programming through differential technologies. Based on the research of the above-mentioned scientists, a scientific and methodological framework was developed within the framework of the study to improve the effectiveness of teaching the Scratch visual programming language to 5th grade students of general secondary schools, as well as to use a motivational approach in the formation of students' logical and algorithmic thinking skills related to visual programming (see Figure 1). ISSN: 2582-4686 SJIF 2021-3.261,SJIF 20222.889, 2024-6.875 ResearchBib IF: 9.948 / 2024 VOLUME-5, ISSUE-11 809 Figure 1. Structure of using a motivational approach in teaching the Scratch visual programming language to 5th graders. This framework encompasses several key elements, including the creation of learning conditions that stimulate students’ interest, their engagement in independent inquiry and hands-on activities, and the encouragement to design projects grounded in real-world contexts. Such an approach enhances learners’ intrinsic motivation toward visual programming, increases their enthusiasm for mastering the subject matter, and gradually nurtures the development of algorithmic thinking. Consequently, introductory programming tasks carried out in the Scratch environment are perceived not as difficult technical procedures, but rather as creative, engaging, and purpose-driven learning experiences. This approach also involves using the triple method to develop students' algorithmic thinking in the Scratch visual programming language (see Table 1). Table 1 Structure of organizing lessons based on a motivational approach Introduction: Motivation and interest Key concept: interactive learning Practical exercise: reinforcement Project presentation and reflection Reinforce new knowledge gained Multimedia introduction, Challenge (Interesting task or question), Gamification element Block explanation, introduction of modern technologies “Let's write code” or “Let's create a project” stage Pitching (project presentation), incentives and rating system Announcing the "Next Mission", linking to online resources Learning tools: research-based information learning environments, educational portals, educational websites, visual programming platforms. Final stage: interesting homework and preparation for the next lesson Announcing the "Next Mission", linking to online resources ISSN: 2582-4686 SJIF 2021-3.261,SJIF 20222.889, 2024-6.875 ResearchBib IF: 9.948 / 2024 VOLUME-5, ISSUE-11 810 Example of using the triple method Your task is to navigate and exit the given maze. To accomplish this, you must first identify the sequence of steps necessary for reaching the exit. After determining these actions, construct a block-based algorithm that accurately represents and executes this sequence.. The triad method represents a three-column framework grounded in the sequential formalization of a task across sensory, model-based, and conceptual levels. This approach reflects the natural progression of human cognition, beginning with the intuitive perception of an object, followed by the analysis of its practical attributes, and culminating in abstraction and generalization. The use of visual instructional tools that present knowledge in conceptual, model, and sensory forms considerably enhances the effectiveness of this method [14]. Thus, analysis of the research materials and the proposed methodological framework demonstrates that the following core outcomes can be achieved: 1. Enhanced motivation toward visual programming. The integration of gamification elements, multimedia resources, and project-oriented learning significantly increases students’ engagement in the learning process. As a result, working with Scratch becomes a stimulating, creative, and enjoyable activity for learners. 2. Systematic development of algorithmic thinking. The application of the triad method allows students to approach tasks in a structured manner: beginning with sensory perception, progressing to ISSN: 2582-4686 SJIF 2021-3.261,SJIF 20222.889, 2024-6.875 ResearchBib IF: 9.948 / 2024 VOLUME-5, ISSUE-11 811 model construction, and ultimately reaching conceptual generalization. This sequential process supports the natural growth of logical and analytical thinking skills. 3. Strengthening of practical competencies in the Scratch environment. Through block coding, each lesson guides students from simpler exercises to increasingly complex project tasks. This step-bystep progression enables learners to acquire a deeper and more practical understanding of programming principles. 4. Preparation for independent inquiry and project creation. The concluding phases of the lesson - such as pitching, reflective analysis, and the “next mission” component - encourage learners to evaluate their own progress and take initiative in further improvement. This structure gradually nurtures their readiness for independent research and project development, fostering sustained interest in more complex areas of information technology in the future. 5. A methodological model aligned with contemporary standards of computer science education has been developed. The proposed structure is deliberately oriented toward the formation of essential digital competencies and can be regarded as a practically significant methodological solution for use in general secondary schools. In conclusion, it can be said that the approach presented in the article shows that motivation plays a decisive role in the formation of visual programming skills in 5th grade students. The lesson structure designed to use the Scratch platform directs the student not only to write block code, but also to think, analyze and turn their ideas into projects. The use of the triple method gradually develops algorithmic thinking skills by enhancing the student's understanding of the problem at different levels. As a result, the visual programming process is not a complex process, but a creative and motivational educational activity. This not only facilitates the mastery of computer science, but also creates the basis for students to become competent specialists at the level of the requirements of the digital economy in the future. REFERENCES 1. Bozorov A.A. O‘quvchilarning vizual dasturlashga oid kompetensiyalarini shakllantirish muammolari // Elektron ta’lim jurnali. ISSN 2181-1199. – Navoiy, 2024. – № 4. Vol. 5 – B. 65-74. 2. Bozorov A.A. Umumiy о‘rta ta’lim maktab о‘quvchilarining vizual dasturlashga оid kоmpеtеnsiyalarini shakllantirish mоdеli // Elektron ta’lim jurnali. ISSN 2181-1199. – Navoiy, 2025. – № 1. Vol. 6 – B. 141-157. 3. Mirsanov U.M. 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