Learning Despite Resistance

Through a comparative analysis of two Scratch projects made by 2 different groups of 6th-grade students, this study shows how working with the visual programming language Scratch (www.scratch.mit-edu) provides resistant students with unexpected learning opportunities. The study compares the student projects with respect to level of code complexity, level of subject matter integration, and use of modalities and it is argued that the creative learning opportunities provided by the Scratch programming language encourage the resistant students to engage in meaningful learning activities despite their resistance.