Which way of design programming activities is more effective to promote K‐12 students' computational thinking skills? A meta‐analysis
Promoting the cultivation of computational thinking (CT) skills in programming activities has become a key issue in the K‐12 curriculum, however, there is no unified conclusion on how to design programming activities to promote the acquisition of CT skills more effectively. The purpose of this study...
Uloženo v:
| Vydáno v: | Journal of computer assisted learning Ročník 37; číslo 4; s. 1048 - 1062 |
|---|---|
| Hlavní autoři: | , , |
| Médium: | Journal Article |
| Jazyk: | angličtina |
| Vydáno: |
Chichester, UK
John Wiley & Sons, Inc
01.08.2021
Wiley Wiley Subscription Services, Inc |
| Témata: | |
| ISSN: | 0266-4909, 1365-2729 |
| On-line přístup: | Získat plný text |
| Tagy: |
Přidat tag
Žádné tagy, Buďte první, kdo vytvoří štítek k tomuto záznamu!
|
| Abstract | Promoting the cultivation of computational thinking (CT) skills in programming activities has become a key issue in the K‐12 curriculum, however, there is no unified conclusion on how to design programming activities to promote the acquisition of CT skills more effectively. The purpose of this study is to determine the effectiveness of using programming to enhance K‐12 students' CT skills and explore the influence of various programming instructional design factors on the acquisition of CT skills. This study presents a quantitative meta‐analysis. A systematic search of randomized controlled studies on the influence of programming on CT skills. A total of 86 empirical studies with 114 effect sizes met the study selection criterion. The results showed that programming improved K‐12 students' CT skills in general (Hedges' g = 0.601, 95% CI [0.505, 0.697], p < 0.001). No publication bias was detected. Besides, we found that the interdisciplinary integration of programming, the duration of programming intervention within 1 week to 1 month, the class size of less than 50 students, and a reasonable selection of programming instruments and CT assessment types may be more conducive to promoting students' CT skills. Based on these findings, we suggest that programming instructional design should be planned reasonably to make the best use of technology towards developing students' CT skills. This will be of great significance to programming teaching and CT education in K‐12.
Lay Description
What is already known about this topic
The cultivation of computational thinking (CT) in K‐12 has become a key issue.
One of the latest trends in the education field is computer programming in K‐12 classrooms to cultivate students' CT skills.
Programming teaching design may affect the influence of programming education on students' CT skills. However, there is a lack of overall quantitative synthesis of existing empirical research.
What this paper adds
A meta‐analysis of 86 studies was conducted to provide systematic evidence that programming education is effective to promote K‐12 students' CT skills.
Programming teaching design factors such as subjects, intervention duration, sample size, programming instruments and assessment types can affect CT skills in programming activities.
Programming activity forms cannot affect CT skills in programming activities.
Implications for practice and/or policy
The implementation of programming education in K‐12 schooling can effectively cultivate students' CT skills.
Programming teaching design should be planned reasonably to make the best use of technology towards developing students' CT skills.
The interdisciplinary integration of programming, the duration of programming intervention within one week to one month, control of class size to less than 50 students, and a reasonable selection of programming instruments and assessment types may be more conducive to promoting students' CT skills. |
|---|---|
| AbstractList | Promoting the cultivation of computational thinking (CT) skills in programming activities has become a key issue in the K‐12 curriculum, however, there is no unified conclusion on how to design programming activities to promote the acquisition of CT skills more effectively. The purpose of this study is to determine the effectiveness of using programming to enhance K‐12 students' CT skills and explore the influence of various programming instructional design factors on the acquisition of CT skills. This study presents a quantitative meta‐analysis. A systematic search of randomized controlled studies on the influence of programming on CT skills. A total of 86 empirical studies with 114 effect sizes met the study selection criterion. The results showed that programming improved K‐12 students' CT skills in general (Hedges' g = 0.601, 95% CI [0.505, 0.697], p < 0.001). No publication bias was detected. Besides, we found that the interdisciplinary integration of programming, the duration of programming intervention within 1 week to 1 month, the class size of less than 50 students, and a reasonable selection of programming instruments and CT assessment types may be more conducive to promoting students' CT skills. Based on these findings, we suggest that programming instructional design should be planned reasonably to make the best use of technology towards developing students' CT skills. This will be of great significance to programming teaching and CT education in K‐12.
Lay Description
What is already known about this topic
The cultivation of computational thinking (CT) in K‐12 has become a key issue.
One of the latest trends in the education field is computer programming in K‐12 classrooms to cultivate students' CT skills.
Programming teaching design may affect the influence of programming education on students' CT skills. However, there is a lack of overall quantitative synthesis of existing empirical research.
What this paper adds
A meta‐analysis of 86 studies was conducted to provide systematic evidence that programming education is effective to promote K‐12 students' CT skills.
Programming teaching design factors such as subjects, intervention duration, sample size, programming instruments and assessment types can affect CT skills in programming activities.
Programming activity forms cannot affect CT skills in programming activities.
Implications for practice and/or policy
The implementation of programming education in K‐12 schooling can effectively cultivate students' CT skills.
Programming teaching design should be planned reasonably to make the best use of technology towards developing students' CT skills.
The interdisciplinary integration of programming, the duration of programming intervention within one week to one month, control of class size to less than 50 students, and a reasonable selection of programming instruments and assessment types may be more conducive to promoting students' CT skills. Promoting the cultivation of computational thinking (CT) skills in programming activities has become a key issue in the K‐12 curriculum, however, there is no unified conclusion on how to design programming activities to promote the acquisition of CT skills more effectively. The purpose of this study is to determine the effectiveness of using programming to enhance K‐12 students' CT skills and explore the influence of various programming instructional design factors on the acquisition of CT skills. This study presents a quantitative meta‐analysis. A systematic search of randomized controlled studies on the influence of programming on CT skills. A total of 86 empirical studies with 114 effect sizes met the study selection criterion. The results showed that programming improved K‐12 students' CT skills in general (Hedges' g = 0.601, 95% CI [0.505, 0.697], p < 0.001). No publication bias was detected. Besides, we found that the interdisciplinary integration of programming, the duration of programming intervention within 1 week to 1 month, the class size of less than 50 students, and a reasonable selection of programming instruments and CT assessment types may be more conducive to promoting students' CT skills. Based on these findings, we suggest that programming instructional design should be planned reasonably to make the best use of technology towards developing students' CT skills. This will be of great significance to programming teaching and CT education in K‐12. Promoting the cultivation of computational thinking (CT) skills in programming activities has become a key issue in the K-12 curriculum, however, there is no unified conclusion on how to design programming activities to promote the acquisition of CT skills more effectively. The purpose of this study is to determine the effectiveness of using programming to enhance K-12 students' CT skills and explore the influence of various programming instructional design factors on the acquisition of CT skills. This study presents a quantitative meta-analysis. A systematic search of randomized controlled studies on the influence of programming on CT skills. A total of 86 empirical studies with 114 effect sizes met the study selection criterion. The results showed that programming improved K-12 students' CT skills in general (Hedges' "g" = 0.601, 95% CI [0.505, 0.697], p < 0.001). No publication bias was detected. Besides, we found that the interdisciplinary integration of programming, the duration of programming intervention within 1 week to 1 month, the class size of less than 50 students, and a reasonable selection of programming instruments and CT assessment types may be more conducive to promoting students' CT skills. Based on these findings, we suggest that programming instructional design should be planned reasonably to make the best use of technology towards developing students' CT skills. This will be of great significance to programming teaching and CT education in K-12. Promoting the cultivation of computational thinking (CT) skills in programming activities has become a key issue in the K‐12 curriculum, however, there is no unified conclusion on how to design programming activities to promote the acquisition of CT skills more effectively. The purpose of this study is to determine the effectiveness of using programming to enhance K‐12 students' CT skills and explore the influence of various programming instructional design factors on the acquisition of CT skills. This study presents a quantitative meta‐analysis. A systematic search of randomized controlled studies on the influence of programming on CT skills. A total of 86 empirical studies with 114 effect sizes met the study selection criterion. The results showed that programming improved K‐12 students' CT skills in general (Hedges' g = 0.601, 95% CI [0.505, 0.697], p < 0.001). No publication bias was detected. Besides, we found that the interdisciplinary integration of programming, the duration of programming intervention within 1 week to 1 month, the class size of less than 50 students, and a reasonable selection of programming instruments and CT assessment types may be more conducive to promoting students' CT skills. Based on these findings, we suggest that programming instructional design should be planned reasonably to make the best use of technology towards developing students' CT skills. This will be of great significance to programming teaching and CT education in K‐12. |
| Audience | Elementary Secondary Education |
| Author | Hu, Linlin Zhou, Danhua Sun, Lihui |
| Author_xml | – sequence: 1 givenname: Lihui orcidid: 0000-0002-9188-9022 surname: Sun fullname: Sun, Lihui email: sunlihui@tju.edu.cn organization: Tianjin University – sequence: 2 givenname: Linlin surname: Hu fullname: Hu, Linlin organization: Tianjin University – sequence: 3 givenname: Danhua surname: Zhou fullname: Zhou, Danhua organization: Tianjin University |
| BackLink | http://eric.ed.gov/ERICWebPortal/detail?accno=EJ1301801$$DView record in ERIC |
| BookMark | eNp9kcFLHDEUxoModNVeehcCHgRhNMlMMjMnkcXWrkIvLT2GbOZlN7szkzXJKnvrtTf_Rv-SZpx6KdJcAu_7fY_33neI9nvXA0KfKLmg6V2utGovKOMF30MTmguesZLV-2hCmBBZUZP6AzoMYUUIKWtRTdDvn0url_hJ7bAzuIFgFz3eeLfwqutsv8BKR_too4WAbcCd84DBGBiqgKMb2M5FwHcvv54pwyFuG-hjOMPadZttVNG6XrU4Lm2_HvqFtW3bcIWvcQdRJZNK8i7YcIwOjGoDfPz7H6Efn2--T2-z-29fvk6v7zOdVzXPAIpKNXNqaCFYyVUtOK8NzBttUmmuNFQUBAhdMgpN3hTzsmqYMlxTzbXi-RE6HfumyR-2EKJcua1PQwSZ7lYLltOqStTJSIG3Wm687ZTfyZsZzQmtCE06GXXtXQgejNR2XDZ6ZVtJiRwCkUMg8jWQZDn_x_LW9l2YjvCTbWH3H1LO0m1Gzx8nyaHa |
| CitedBy_id | crossref_primary_10_1016_j_compedu_2022_104457 crossref_primary_10_1111_jcal_12904 crossref_primary_10_1177_07356331241293163 crossref_primary_10_1186_s40594_023_00434_7 crossref_primary_10_3390_educsci12110793 crossref_primary_10_1007_s10639_023_11583_1 crossref_primary_10_1016_j_tsc_2023_101458 crossref_primary_10_22430_22565337_2950 crossref_primary_10_1002_cae_22588 crossref_primary_10_1007_s11423_024_10364_y crossref_primary_10_1016_j_edurev_2023_100520 crossref_primary_10_1016_j_tsc_2021_100926 crossref_primary_10_1016_j_compedu_2023_104939 crossref_primary_10_1007_s10209_024_01127_w crossref_primary_10_1145_3706120 crossref_primary_10_1080_10494820_2022_2042311 crossref_primary_10_1007_s10639_024_12869_8 crossref_primary_10_1038_s41562_023_01712_8 crossref_primary_10_3390_mti6020013 crossref_primary_10_1111_jcal_12750 crossref_primary_10_1177_07356331241236744 crossref_primary_10_1007_s10639_024_12448_x crossref_primary_10_1186_s40594_024_00498_z crossref_primary_10_1016_j_compedu_2022_104445 crossref_primary_10_1016_j_lindif_2025_102699 crossref_primary_10_1111_jcal_12818 crossref_primary_10_1111_jcal_12939 crossref_primary_10_1002_tea_21899 crossref_primary_10_1177_07356331241303067 crossref_primary_10_1057_s41599_024_03991_6 crossref_primary_10_1007_s40489_023_00369_3 crossref_primary_10_4000_12xon crossref_primary_10_1007_s12564_024_09931_y crossref_primary_10_1007_s10639_025_13638_x crossref_primary_10_1186_s40594_021_00311_1 crossref_primary_10_1177_07356331231210560 crossref_primary_10_1177_07356331211027387 crossref_primary_10_1111_jcal_70012 crossref_primary_10_1177_07356331241227793 crossref_primary_10_1186_s41239_024_00446_5 crossref_primary_10_1177_07356331211035182 crossref_primary_10_1016_j_tsc_2023_101340 crossref_primary_10_1016_j_compedu_2023_104962 crossref_primary_10_1111_jcal_70074 crossref_primary_10_1111_bjet_13482 |
| Cites_doi | 10.1007/s10956-019-09794-8 10.15388/infedu.2014.03 10.1016/j.ijedudev.2013.04.003 10.1016/j.compedu.2016.11.005 10.1145/1592761.1592779 10.1111/1468-0297.00098 10.1037/a0033242 10.1111/bjet.12685 10.1080/10494820.2019.1612448 10.15388/infedu.2020.01 10.1016/j.compedu.2016.03.003 10.1016/j.chb.2018.12.010 10.1145/1516046.1516054 10.1109/MC.2013.229 10.1111/jcal.12155 10.1016/j.ijcci.2018.06.004 10.1002/0470870168.ch11 10.1016/j.compedu.2020.103832 10.28945/3521 10.3102/0034654317710096 10.1145/3137065.3137072 10.1177/0735633119887187 10.1016/j.chb.2019.03.018 10.1007/s10956-019-09800-z 10.1016/j.ijcci.2018.10.004 10.1080/08993408.2015.1033142 10.1016/j.compedu.2020.103807 10.1080/1049482900010102 10.3102/0013189X12463051 10.1016/j.chb.2014.09.012 10.1111/bjet.12496 10.1080/00461520.2015.1124022 10.1007/978-3-540-69924-8_2 10.1016/j.chb.2018.12.027 10.1016/j.edurev.2020.100322 10.1016/j.chb.2015.05.047 10.3102/00346543060001065 10.1177/0735633115608444 10.1007/s10956-019-09799-3 10.1136/bmj.g7647 10.1016/j.compedu.2019.103607 10.1371/journal.pmed.1000097 10.1080/15391523.2016.1146561 10.1136/bmj.327.7414.557 10.1136/bmj.315.7109.629 10.1007/s10758-010-9163-9 10.1111/jcal.12493 10.1080/15391523.2014.888272 10.1016/j.chb.2020.106349 10.1007/s10758-017-9328-x 10.1016/j.chb.2017.01.005 10.3102/0034654316628645 10.1037/0033-2909.86.3.638 10.1145/2996201 10.1016/j.compedu.2018.10.005 10.3102/0034654318791584 10.1145/1118178.1118215 10.4135/9781412984997 10.1037/0033-2909.112.1.155 10.1111/j.1468-0297.2010.02364.x |
| ContentType | Journal Article |
| Copyright | 2021 John Wiley & Sons Ltd |
| Copyright_xml | – notice: 2021 John Wiley & Sons Ltd |
| DBID | AAYXX CITATION 7SW BJH BNH BNI BNJ BNO ERI PET REK WWN 7SC 8FD AHOVV JQ2 L7M L~C L~D |
| DOI | 10.1111/jcal.12545 |
| DatabaseName | CrossRef ERIC ERIC (Ovid) ERIC ERIC ERIC (Legacy Platform) ERIC( SilverPlatter ) ERIC ERIC PlusText (Legacy Platform) Education Resources Information Center (ERIC) ERIC Computer and Information Systems Abstracts Technology Research Database Education Research Index ProQuest Computer Science Collection Advanced Technologies Database with Aerospace Computer and Information Systems Abstracts Academic Computer and Information Systems Abstracts Professional |
| DatabaseTitle | CrossRef ERIC Computer and Information Systems Abstracts Technology Research Database Computer and Information Systems Abstracts – Academic Advanced Technologies Database with Aerospace ProQuest Computer Science Collection Computer and Information Systems Abstracts Professional |
| DatabaseTitleList | Computer and Information Systems Abstracts ERIC CrossRef |
| DeliveryMethod | fulltext_linktorsrc |
| Discipline | Education |
| EISSN | 1365-2729 |
| ERIC | EJ1301801 |
| EndPage | 1062 |
| ExternalDocumentID | EJ1301801 10_1111_jcal_12545 JCAL12545 |
| Genre | article |
| GrantInformation_xml | – fundername: National Social Science Foundation Youth Project in Pedagogy of China funderid: CCA190261 |
| GroupedDBID | .3N .DC .GA .GO .Y3 05W 07C 0R~ 10A 1OB 1OC 29K 31~ 33P 3EH 4.4 50Y 50Z 51W 51Y 52M 52O 52Q 52S 52T 52U 52W 53G 5GY 5HH 5LA 5VS 66C 702 7PT 8-0 8-1 8-3 8-4 8-5 8UM 930 A04 AABNI AAESR AAHHS AAHQN AAHSB AAMNL AANHP AAONW AAOUF AASGY AAWTL AAXRX AAYCA AAYOK AAZKR ABCQN ABCUV ABEML ABIVO ABJNI ABLJU ABPVW ABSOO ACAHQ ACBKW ACBWZ ACCFJ ACCZN ACFBH ACGFO ACGFS ACHQT ACPOU ACRPL ACSCC ACXQS ACYXJ ADBBV ADEMA ADEOM ADIZJ ADKYN ADMGS ADMHG ADNMO ADXAS ADZMN AEEZP AEGXH AEIGN AEIMD AEQDE AEUQT AEUYR AFBPY AFEBI AFFPM AFGKR AFKFF AFPWT AFWVQ AFYRF AFZJQ AHBTC AHEFC AIAGR AIFKG AIURR AIWBW AJBDE ALAGY ALMA_UNASSIGNED_HOLDINGS ALUQN ALVPJ AMBMR AMYDB ASPBG ASTYK AVWKF AZBYB AZFZN AZVAB BAFTC BDRZF BFHJK BMXJE BNVMJ BQESF BROTX BRXPI BY8 CAG COF CS3 D-C D-D D-I DCZOG DPXWK DR2 DRFUL DRMBU DRSSH DU5 EBS EJD ESX F00 F01 FEDTE FZ0 G-S G.N G50 GODZA HGLYW HVGLF HZI HZ~ IHE IX1 J0M K48 LATKE LC2 LC4 LEEKS LH4 LITHE LOXES LP6 LP7 LUTES LW6 LYRES MEWTI MK4 MRFUL MRSSH MSFUL MSSSH MXFUL MXSSH N04 N06 N9A NF~ O66 O9- OHT OIG P2P P2W P2Y P4C PALCI PQQKQ Q.N Q11 QB0 R.K RIWAO RJQFR ROL RX1 SAMSI SUPJJ TWZ UB1 V8K W8V W99 WBKPD WGMDG WH7 WIH WII WOHZO WQZ WRC WSUWO WXSBR XG1 ZZTAW ~IA ~WP AAMMB AAYXX ADMLS AEFGJ AEYWJ AGHNM AGQPQ AGXDD AIDQK AIDYY AIQQE CITATION O8X 7SW BJH BNH BNI BNJ BNO ERI PET REK WWN 7SC 8FD AHOVV JQ2 L7M L~C L~D |
| ID | FETCH-LOGICAL-c3895-ee48adb1f146275a96559febdcff14bace81e6e6c721ed3d4b78d2af5c1c5ca53 |
| IEDL.DBID | DRFUL |
| ISICitedReferencesCount | 51 |
| ISICitedReferencesURI | http://www.webofscience.com/api/gateway?GWVersion=2&SrcApp=Summon&SrcAuth=ProQuest&DestLinkType=CitingArticles&DestApp=WOS_CPL&KeyUT=000632870200001&url=https%3A%2F%2Fcvtisr.summon.serialssolutions.com%2F%23%21%2Fsearch%3Fho%3Df%26include.ft.matches%3Dt%26l%3Dnull%26q%3D |
| ISSN | 0266-4909 |
| IngestDate | Wed Aug 13 07:10:27 EDT 2025 Tue Dec 02 16:40:44 EST 2025 Tue Nov 18 21:29:04 EST 2025 Sat Nov 29 05:05:14 EST 2025 Wed Jan 22 16:28:17 EST 2025 |
| IsDoiOpenAccess | false |
| IsOpenAccess | false |
| IsPeerReviewed | true |
| IsScholarly | true |
| Issue | 4 |
| Language | English |
| LinkModel | DirectLink |
| MergedId | FETCHMERGED-LOGICAL-c3895-ee48adb1f146275a96559febdcff14bace81e6e6c721ed3d4b78d2af5c1c5ca53 |
| Notes | Funding information National Social Science Foundation Youth Project in Pedagogy of China, Grant/Award Number: CCA190261 ObjectType-Article-2 SourceType-Scholarly Journals-1 content type line 14 ObjectType-Feature-3 ObjectType-Evidence Based Healthcare-1 |
| ORCID | 0000-0002-9188-9022 |
| PQID | 2549623188 |
| PQPubID | 37794 |
| PageCount | 15 |
| ParticipantIDs | proquest_journals_2549623188 eric_primary_EJ1301801 crossref_citationtrail_10_1111_jcal_12545 crossref_primary_10_1111_jcal_12545 wiley_primary_10_1111_jcal_12545_JCAL12545 |
| PublicationCentury | 2000 |
| PublicationDate | August 2021 |
| PublicationDateYYYYMMDD | 2021-08-01 |
| PublicationDate_xml | – month: 08 year: 2021 text: August 2021 |
| PublicationDecade | 2020 |
| PublicationPlace | Chichester, UK |
| PublicationPlace_xml | – name: Chichester, UK – name: Oxford |
| PublicationTitle | Journal of computer assisted learning |
| PublicationYear | 2021 |
| Publisher | John Wiley & Sons, Inc Wiley Wiley Subscription Services, Inc |
| Publisher_xml | – name: John Wiley & Sons, Inc – name: Wiley – name: Wiley Subscription Services, Inc |
| References | 1997; 315 2019; 93 2010; 15 2019; 50 2017; 48 2017; 87 2004; 9 2016; 32 2019; 19 1974 2020; 58 2019; 128 2015; 349 2018; 88 2003; 113 2020; 19 1990; 60 2020; 18 2017; 72 2009; 13 2021; 37 2009; 52 2003; 327 2001 2000 1992; 112 2019; 28 2016; 86 1985 2014; 13 1980 2016; 48 2012 2013; 46 2015; 50 2017; 22 2015; 52 2013; 42 2020; 148 2020; 105 2008 2016; 97 2016; 53 2020; 106 2010; 120 2014; 46 2005 1991 2014; 41 2019; 141 2016; 15 2020; 109 1990; 1 2018; 18 2015; 25 2020; 2020 2020; 30 2017; 17 2006; 49 2020; 150 2017 2015 2009; 6 1979; 86 2014; 143 2014; 34 2017; 105 2016; 9 2020; 29 Olasen V. M. (e_1_2_9_50_1) 2020; 18 e_1_2_9_75_1 e_1_2_9_31_1 e_1_2_9_73_1 e_1_2_9_35_1 e_1_2_9_56_1 e_1_2_9_12_1 e_1_2_9_54_1 Cooper H. (e_1_2_9_16_1) 2017 Kalelioğlu F. (e_1_2_9_40_1) 2014; 13 Wei X. (e_1_2_9_71_1) 2020; 106 e_1_2_9_14_1 e_1_2_9_39_1 e_1_2_9_37_1 Papatga E. (e_1_2_9_52_1) 2016; 9 e_1_2_9_58_1 e_1_2_9_41_1 e_1_2_9_64_1 e_1_2_9_20_1 e_1_2_9_62_1 e_1_2_9_22_1 e_1_2_9_45_1 e_1_2_9_68_1 e_1_2_9_24_1 e_1_2_9_43_1 e_1_2_9_6_1 e_1_2_9_4_1 e_1_2_9_60_1 e_1_2_9_2_1 Gagne R. M. (e_1_2_9_29_1) 1974 e_1_2_9_26_1 e_1_2_9_49_1 e_1_2_9_28_1 e_1_2_9_47_1 Demir Ö. (e_1_2_9_23_1) 2020; 2020 e_1_2_9_30_1 e_1_2_9_74_1 e_1_2_9_51_1 e_1_2_9_72_1 e_1_2_9_11_1 e_1_2_9_34_1 e_1_2_9_57_1 e_1_2_9_13_1 e_1_2_9_32_1 e_1_2_9_55_1 Bell T. C. (e_1_2_9_8_1) 2009; 13 e_1_2_9_76_1 Cumming G. (e_1_2_9_18_1) 2012 e_1_2_9_70_1 Hedges L. V. (e_1_2_9_33_1) 1985 e_1_2_9_15_1 e_1_2_9_38_1 e_1_2_9_17_1 e_1_2_9_36_1 e_1_2_9_59_1 Stemler S. E. (e_1_2_9_66_1) 2004; 9 e_1_2_9_19_1 Lipsey M. W. (e_1_2_9_44_1) 2001 e_1_2_9_42_1 e_1_2_9_63_1 e_1_2_9_61_1 e_1_2_9_21_1 e_1_2_9_46_1 e_1_2_9_67_1 e_1_2_9_65_1 e_1_2_9_7_1 Borenstein M. (e_1_2_9_10_1) 2000 e_1_2_9_5_1 e_1_2_9_3_1 Papert S. (e_1_2_9_53_1) 1980 e_1_2_9_9_1 e_1_2_9_25_1 e_1_2_9_27_1 e_1_2_9_48_1 e_1_2_9_69_1 |
| References_xml | – year: 1985 – volume: 50 start-page: 313 issue: 4 year: 2015 end-page: 334 article-title: Constructionist gaming: Understanding the benefits of making games for learning publication-title: Educational Psychologist – year: 2005 – volume: 150 year: 2020 article-title: Computational thinking through unplugged activities in early years of primary education publication-title: Computers & Education – volume: 86 start-page: 638 issue: 3 year: 1979 end-page: 641 article-title: The file drawer problem and tolerance for null results publication-title: Psychological Bulletin – volume: 29 start-page: 189 issue: 2 year: 2020 end-page: 214 article-title: Improving and assessing computational thinking in maker activities: The integration with physics and engineering learning publication-title: Journal of Science Education and Technology – volume: 30 year: 2020 article-title: Does gamification improve student learning outcome? Evidence from a meta‐analysis and synthesis of qualitative data in educational contexts publication-title: Educational Research Review – year: 2001 – volume: 48 start-page: 84 issue: 2 year: 2016 end-page: 104 article-title: Development, implementation, and outcomes of an equitable computer science after‐school program: Findings from middle‐school students publication-title: Journal of Research on Technology in Education – volume: 148 year: 2020 article-title: The effects of coding on children's planning and inhibition skills publication-title: Computers & Education – volume: 2020 start-page: 1 year: 2020 end-page: 19 article-title: A comparison of solo and pair programming in terms of flow experience, coding quality, and coding achievement publication-title: Journal of Educational Computing Research – volume: 1 start-page: 1 issue: 1 year: 1990 end-page: 32 article-title: Software design as a learning environment publication-title: Interactive Learning Environments – volume: 18 start-page: 47 year: 2018 end-page: 58 article-title: Can computational talent be detected? Predictive validity of the computational thinking test publication-title: International Journal of Child‐Computer Interaction – volume: 34 start-page: 51 year: 2014 end-page: 57 article-title: Evidence that class size matters in 4th grade mathematics: An analysis of TIMSS 2007 data for Colombia publication-title: International Journal of Educational Development – volume: 58 start-page: 891 issue: 5 year: 2020 end-page: 918 article-title: Persistence in a game‐based learning environment: The case of elementary school students learning computational thinking publication-title: Journal of Educational Computing Research – volume: 13 start-page: 33 issue: 1 year: 2014 end-page: 50 article-title: The effects of teaching programming via scratch on problem solving skills: A discussion from learners' perspective publication-title: Informatics in Education – volume: 113 start-page: 34 issue: 485 year: 2003 end-page: 63 article-title: Economic considerations and class size publication-title: The Economic Journal – volume: 50 start-page: 1979 issue: 4 year: 2019 end-page: 1995 article-title: Gamifying programming education in K‐12: A review of programming curricula in seven countries and programming games publication-title: British Journal of Educational Technology – volume: 46 start-page: 52 issue: 9 year: 2013 end-page: 59 article-title: Learning computing through creating and connecting publication-title: Computer – volume: 93 start-page: 99 year: 2019 end-page: 105 article-title: Group roles matter in computational robotic activities publication-title: Computers in Human Behavior – volume: 141 year: 2019 article-title: A systematic review of learning computational thinking through scratch in K‐9 publication-title: Computers & Education – start-page: 19 year: 2008 end-page: 30 – volume: 15 start-page: 99 issue: 2 year: 2010 end-page: 127 article-title: Making sense by building sense: Kindergarten children's construction and understanding of adaptive robot behaviors publication-title: International Journal of Computers for Mathematical Learning – volume: 32 start-page: 576 issue: 6 year: 2016 end-page: 593 article-title: An analysis of young students' thinking when completing basic coding tasks using ScratchJnr on the iPad publication-title: Journal of Computer Assisted Learning – volume: 41 start-page: 51 year: 2014 end-page: 61 article-title: Review on teaching and learning of computational thinking through programming: What is next for K 12? publication-title: Computers in Human Behavior – volume: 18 start-page: 26 issue: 2 year: 2020 end-page: 30 article-title: Experimenting the effect of class size on mathematics based performance: A case study of selected public secondary school in Akure publication-title: Nigeria – volume: 9 start-page: 124 issue: 1 year: 2016 end-page: 150 article-title: Improving reading comprehension skills through the SCRATCH program publication-title: International Electronic Journal of Elementary Education – volume: 37 start-page: 346 issue: 2 year: 2021 end-page: 358 article-title: STEM learning attitude predicts computational thinking skills among primary school students publication-title: Journal of Computer Assisted Learning – volume: 87 start-page: 834 issue: 4 year: 2017 end-page: 860 article-title: Changing a generation's way of thinking: Teaching computational thinking through programming publication-title: Review of Educational Research – volume: 13 start-page: 20 issue: 1 year: 2009 end-page: 29 article-title: Computer science unplugged: School students doing real computing without computers publication-title: The New Zealand Journal of Applied Computing and Information Technology – volume: 349 start-page: 7647 year: 2015 end-page: 7672 article-title: Preferred reporting items for systematic review and meta‐analysis protocols (PRISMA‐P) 2015: Elaboration and explanation publication-title: BMJ Clinical Research – volume: 22 start-page: 443 issue: 3 year: 2017 end-page: 463 article-title: Introducing computational thinking to young learners: Practicing computational perspectives through embodiment in mathematics education publication-title: Technology, Knowledge, and Learning – year: 2015 – volume: 97 start-page: 129 year: 2016 end-page: 141 article-title: Visual programming languages integrated across the curriculum in elementary school: A two year case study using “scratch” in five schools publication-title: Computers & Education – volume: 105 start-page: 14 year: 2017 end-page: 30 article-title: A meta‐analysis of the impact of technology on learning effectiveness of elementary students publication-title: Computers & Education – volume: 315 start-page: 629 issue: 7109 year: 1997 end-page: 634 article-title: Bias in meta‐analysis detected by a simple, graphical test publication-title: British Medical Journal – volume: 72 start-page: 558 year: 2017 end-page: 569 article-title: A validity and reliability study of the computational thinking scales (CTS) publication-title: Computers in Human Behavior – volume: 48 start-page: 1464 issue: 6 year: 2017 end-page: 1474 article-title: Relation between Alice software and programming learning: A systematic review of the literature and meta‐analysis publication-title: British Journal of Educational Technology – volume: 46 start-page: 277 issue: 3 year: 2014 end-page: 296 article-title: Pair programming: Under what conditions is it advantageous for middle school students? publication-title: Journal of Research on Technology in Education – volume: 109 year: 2020 article-title: A meta‐analysis of teaching and learning computer programming: Effective instructional approaches and conditions publication-title: Computers in Human Behavior – volume: 6 start-page: 1 issue: 7 year: 2009 end-page: 6 article-title: Preferred reporting items for systematic reviews and meta‐analyses: The PRISMA statement publication-title: PLoS Medicine – volume: 52 start-page: 28 issue: 6 year: 2009 end-page: 30 article-title: The profession of it beyond computational thinking publication-title: Communications of the ACM – volume: 60 start-page: 65 issue: 1 year: 1990 end-page: 89 article-title: Programming language/problem‐solving research: A review of relevant issues publication-title: Review of Educational Research – volume: 15 start-page: 283 year: 2016 end-page: 303 article-title: Code to learn: Where does it belong in the K‐12 curriculum? publication-title: Journal of Information Technology Education – volume: 28 start-page: 316 issue: 3 year: 2019 end-page: 327 article-title: Computational thinking and mathematics using scratch: An experiment with sixth‐grade students publication-title: Interactive Learning Environments – volume: 112 start-page: 115 issue: 1 year: 1992 end-page: 159 article-title: Quantitative methods in psychology: A power primer publication-title: Psychological Bulletin – year: 2000 – volume: 9 start-page: 1 issue: 4 year: 2004 end-page: 11 article-title: A comparison of consensus, consistency, and measurement approaches to estimating interrater reliability publication-title: Practical Assessment, Research and Evaluation – volume: 327 start-page: 557 issue: 7414 year: 2003 end-page: 560 article-title: Measuring inconsistency in meta‐analyses publication-title: BMJ: British Medical Journal – volume: 143 start-page: 534 issue: 2 year: 2014 end-page: 547 article-title: P‐curve: A key to the file‐Drawer publication-title: Journal of Experimental Psychology: General – volume: 86 start-page: 1052 issue: 4 year: 2016 end-page: 1084 article-title: Learning in one‐to‐one laptop environments: A meta‐analysis and research synthesis publication-title: Review of Educational Research – volume: 120 start-page: 1365 issue: 549 year: 2010 end-page: 1398 article-title: Heterogeneous class size effects: New evidence from a panel of university students publication-title: The Economic Journal – year: 2012 – volume: 53 start-page: 562 issue: 4 year: 2016 end-page: 590 article-title: An exploration of three‐dimensional integrated assessment for computational thinking publication-title: Journal of Educational Computing Research – volume: 28 start-page: 651 issue: 6 year: 2019 end-page: 676 article-title: A scoping review of empirical research on recent computational thinking assessments publication-title: Journal of Science Education and Technology – volume: 52 start-page: 200 year: 2015 end-page: 210 article-title: A new way of teaching programming skills to K‐12 students: Code.org publication-title: Computers in Human Behavior – volume: 105 year: 2020 article-title: Developing young children's computational thinking with educational robotics: An interaction effect between gender and scaffolding strategy publication-title: Computers in Human Behavior – volume: 88 start-page: 799 issue: 6 year: 2018 end-page: 843 article-title: The role of collaboration, computer use, learning environments, and supporting strategies in CSCL: A meta‐analysis publication-title: Review of Educational Research – volume: 25 start-page: 199 issue: 2 year: 2015 end-page: 237 article-title: Designing for deeper learning in a blended computer science course for middle school students publication-title: Computer Science Education – year: 1980 – volume: 29 start-page: 65 issue: 1 year: 2020 end-page: 82 article-title: Exploring force and motion concepts in middle grades using computational modeling: A classroom intervention study publication-title: Journal of Science Education and Technology – volume: 106 year: 2020 article-title: The effectiveness of partial pair programming on elementary school students' computational thinking skills and self‐efficacy publication-title: Computers & Education – volume: 17 start-page: 1 issue: 4 year: 2017 end-page: 13 article-title: A meta‐analysis of pair‐programming in computer programming courses: Implications for educational practice publication-title: ACM Transactions on Computing Education – year: 1974 – volume: 105 start-page: 105849 year: 2020 article-title: Can computational thinking be improved by using a methodology based on metaphors and scratch to teach computer programming to children? publication-title: Computers in Human Behavior – volume: 49 start-page: 33 issue: 3 year: 2006 end-page: 35 article-title: Computational thinking publication-title: Communications of the ACM – volume: 52 start-page: 60 issue: 11 year: 2009 end-page: 67 article-title: Scratch: Programming for all publication-title: Communications of the ACM – year: 2017 – year: 1991 – volume: 19 start-page: 30 year: 2019 end-page: 55 article-title: Assessing computational thinking process using a multiple evaluation approach publication-title: International Journal of Child‐Computer Interaction – volume: 128 start-page: 365 year: 2019 end-page: 376 article-title: Learning to code or coding to learn? A systematic review publication-title: Computers & Education – volume: 19 start-page: 1 issue: 1 year: 2020 end-page: 13 article-title: Developing middle school students' computational thinking skills using unplugged computing activities publication-title: Informatics in Education – volume: 42 start-page: 38 issue: 1 year: 2013 end-page: 43 article-title: Computational thinking in K‐12: A review of the state of the field publication-title: Educational Researcher – ident: e_1_2_9_73_1 doi: 10.1007/s10956-019-09794-8 – volume: 13 start-page: 33 issue: 1 year: 2014 ident: e_1_2_9_40_1 article-title: The effects of teaching programming via scratch on problem solving skills: A discussion from learners' perspective publication-title: Informatics in Education doi: 10.15388/infedu.2014.03 – ident: e_1_2_9_12_1 doi: 10.1016/j.ijedudev.2013.04.003 – ident: e_1_2_9_13_1 doi: 10.1016/j.compedu.2016.11.005 – ident: e_1_2_9_65_1 – ident: e_1_2_9_56_1 doi: 10.1145/1592761.1592779 – ident: e_1_2_9_42_1 doi: 10.1111/1468-0297.00098 – ident: e_1_2_9_64_1 doi: 10.1037/a0033242 – ident: e_1_2_9_43_1 doi: 10.1111/bjet.12685 – ident: e_1_2_9_57_1 doi: 10.1080/10494820.2019.1612448 – ident: e_1_2_9_21_1 doi: 10.15388/infedu.2020.01 – ident: e_1_2_9_61_1 doi: 10.1016/j.compedu.2016.03.003 – ident: e_1_2_9_69_1 doi: 10.1016/j.chb.2018.12.010 – ident: e_1_2_9_25_1 doi: 10.1145/1516046.1516054 – ident: e_1_2_9_11_1 doi: 10.1109/MC.2013.229 – ident: e_1_2_9_27_1 doi: 10.1111/jcal.12155 – ident: e_1_2_9_58_1 doi: 10.1016/j.ijcci.2018.06.004 – volume: 106 start-page: 104023 year: 2020 ident: e_1_2_9_71_1 article-title: The effectiveness of partial pair programming on elementary school students' computational thinking skills and self‐efficacy publication-title: Computers & Education – ident: e_1_2_9_9_1 doi: 10.1002/0470870168.ch11 – ident: e_1_2_9_22_1 doi: 10.1016/j.compedu.2020.103832 – ident: e_1_2_9_48_1 doi: 10.28945/3521 – ident: e_1_2_9_28_1 doi: 10.3102/0034654317710096 – ident: e_1_2_9_34_1 doi: 10.1145/3137065.3137072 – ident: e_1_2_9_36_1 doi: 10.1177/0735633119887187 – ident: e_1_2_9_4_1 doi: 10.1016/j.chb.2019.03.018 – volume: 2020 start-page: 1 year: 2020 ident: e_1_2_9_23_1 article-title: A comparison of solo and pair programming in terms of flow experience, coding quality, and coding achievement publication-title: Journal of Educational Computing Research – volume: 9 start-page: 124 issue: 1 year: 2016 ident: e_1_2_9_52_1 article-title: Improving reading comprehension skills through the SCRATCH program publication-title: International Electronic Journal of Elementary Education – ident: e_1_2_9_2_1 doi: 10.1007/s10956-019-09800-z – ident: e_1_2_9_3_1 doi: 10.1016/j.ijcci.2018.10.004 – ident: e_1_2_9_31_1 doi: 10.1080/08993408.2015.1033142 – ident: e_1_2_9_5_1 doi: 10.1016/j.compedu.2020.103807 – ident: e_1_2_9_32_1 doi: 10.1080/1049482900010102 – ident: e_1_2_9_30_1 doi: 10.3102/0013189X12463051 – ident: e_1_2_9_45_1 doi: 10.1016/j.chb.2014.09.012 – ident: e_1_2_9_17_1 doi: 10.1111/bjet.12496 – ident: e_1_2_9_38_1 doi: 10.1080/00461520.2015.1124022 – ident: e_1_2_9_20_1 doi: 10.1007/978-3-540-69924-8_2 – ident: e_1_2_9_54_1 doi: 10.1016/j.chb.2018.12.027 – ident: e_1_2_9_6_1 doi: 10.1016/j.edurev.2020.100322 – ident: e_1_2_9_39_1 doi: 10.1016/j.chb.2015.05.047 – ident: e_1_2_9_51_1 doi: 10.3102/00346543060001065 – ident: e_1_2_9_76_1 doi: 10.1177/0735633115608444 – ident: e_1_2_9_19_1 doi: 10.1007/s10956-019-09799-3 – volume: 18 start-page: 26 issue: 2 year: 2020 ident: e_1_2_9_50_1 article-title: Experimenting the effect of class size on mathematics based performance: A case study of selected public secondary school in Akure publication-title: Nigeria – ident: e_1_2_9_63_1 doi: 10.1136/bmj.g7647 – volume: 9 start-page: 1 issue: 4 year: 2004 ident: e_1_2_9_66_1 article-title: A comparison of consensus, consistency, and measurement approaches to estimating interrater reliability publication-title: Practical Assessment, Research and Evaluation – ident: e_1_2_9_74_1 doi: 10.1016/j.compedu.2019.103607 – volume: 13 start-page: 20 issue: 1 year: 2009 ident: e_1_2_9_8_1 article-title: Computer science unplugged: School students doing real computing without computers publication-title: The New Zealand Journal of Applied Computing and Information Technology – ident: e_1_2_9_47_1 doi: 10.1371/journal.pmed.1000097 – ident: e_1_2_9_49_1 doi: 10.1080/15391523.2016.1146561 – volume-title: Understanding the new statistics: Effect sizes, confidence intervals, and meta‐analysis year: 2012 ident: e_1_2_9_18_1 – ident: e_1_2_9_35_1 doi: 10.1136/bmj.327.7414.557 – ident: e_1_2_9_26_1 doi: 10.1136/bmj.315.7109.629 – ident: e_1_2_9_46_1 doi: 10.1007/s10758-010-9163-9 – volume-title: Statistical methods for meta‐analysis year: 1985 ident: e_1_2_9_33_1 – ident: e_1_2_9_67_1 doi: 10.1111/jcal.12493 – ident: e_1_2_9_24_1 doi: 10.1080/15391523.2014.888272 – ident: e_1_2_9_62_1 doi: 10.1016/j.chb.2020.106349 – ident: e_1_2_9_68_1 doi: 10.1007/s10758-017-9328-x – ident: e_1_2_9_41_1 doi: 10.1016/j.chb.2017.01.005 – ident: e_1_2_9_75_1 doi: 10.3102/0034654316628645 – volume-title: Principles of instructional design year: 1974 ident: e_1_2_9_29_1 – ident: e_1_2_9_60_1 doi: 10.1037/0033-2909.86.3.638 – ident: e_1_2_9_70_1 doi: 10.1145/2996201 – ident: e_1_2_9_55_1 doi: 10.1016/j.compedu.2018.10.005 – ident: e_1_2_9_14_1 doi: 10.3102/0034654318791584 – ident: e_1_2_9_37_1 – volume-title: Mindstorms: Children, computers, and powerful ideas year: 1980 ident: e_1_2_9_53_1 – ident: e_1_2_9_72_1 doi: 10.1145/1118178.1118215 – volume-title: Comprehensive meta‐analysis: A computer program for research synthesis [computer software] year: 2000 ident: e_1_2_9_10_1 – volume-title: Practical meta‐analysis year: 2001 ident: e_1_2_9_44_1 – ident: e_1_2_9_59_1 doi: 10.4135/9781412984997 – ident: e_1_2_9_15_1 doi: 10.1037/0033-2909.112.1.155 – volume-title: Research synthesis and meta‐analysis year: 2017 ident: e_1_2_9_16_1 – ident: e_1_2_9_7_1 doi: 10.1111/j.1468-0297.2010.02364.x |
| SSID | ssj0007968 |
| Score | 2.5071752 |
| Snippet | Promoting the cultivation of computational thinking (CT) skills in programming activities has become a key issue in the K‐12 curriculum, however, there is no... Promoting the cultivation of computational thinking (CT) skills in programming activities has become a key issue in the K-12 curriculum, however, there is no... |
| SourceID | proquest eric crossref wiley |
| SourceType | Aggregation Database Index Database Enrichment Source Publisher |
| StartPage | 1048 |
| SubjectTerms | Class size Computation computational thinking Computer programming Cultivation Curricula Design factors Education Educational Technology Effect Size Elementary Secondary Education Empirical analysis Instructional design Interdisciplinary aspects Intervention K‐12 Meta-analysis Problem Solving Programming Skill Development Skills Students teaching design Technology Uses in Education Technology utilization Thinking Skills |
| Title | Which way of design programming activities is more effective to promote K‐12 students' computational thinking skills? A meta‐analysis |
| URI | https://onlinelibrary.wiley.com/doi/abs/10.1111%2Fjcal.12545 http://eric.ed.gov/ERICWebPortal/detail?accno=EJ1301801 https://www.proquest.com/docview/2549623188 |
| Volume | 37 |
| WOSCitedRecordID | wos000632870200001&url=https%3A%2F%2Fcvtisr.summon.serialssolutions.com%2F%23%21%2Fsearch%3Fho%3Df%26include.ft.matches%3Dt%26l%3Dnull%26q%3D |
| hasFullText | 1 |
| inHoldings | 1 |
| isFullTextHit | |
| isPrint | |
| journalDatabaseRights | – providerCode: PRVWIB databaseName: Wiley Online Library - Journals customDbUrl: eissn: 1365-2729 dateEnd: 99991231 omitProxy: false ssIdentifier: ssj0007968 issn: 0266-4909 databaseCode: DRFUL dateStart: 19970101 isFulltext: true titleUrlDefault: https://onlinelibrary.wiley.com providerName: Wiley-Blackwell |
| link | http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwpV1fa9RAEB_q1QdfqlaLV6sMKBSFyCXZTbIgSNEeUkspxWrfwmZ3wh1e70qTtvTNV9_8jH4SZzd7oQURxLcQZsNm5__ymxmAlymnXJmoVKSkzDhBEXmkqbBRUQuiVJva-kLaL_v5wUFxcqIOV-Dtsham6w_RX7g5zfD22im4rpqbSs7_8Ibds5B3YDVhwRUDWP1wND7e7y1xrnwpHKcZvA01UqE9qUfy9KtvOaTbmGcXbN4MWb3PGd__v90-gLUQa-JOJxwPYYXm625Mc4B0PIIfXydTM8ErfY2LGq0Hc2BAbJ2yT0NX9XDpe67itEGHycUOAMI2EtuFo2VWE3769f1nnGDTNcpsttH4YRHhohHbSTehAZtv09mseYc7eEqt5kU69ER5DMfj3c_vP0ZhNkNkOMSREZEotK3imi1tkkutMk5NaqqsqflVpQ0VMWWUGc4wyaZWVHlhE11LExtptEw3YDBfzOkJIFkaSW1SJSsjhEp0RhxFimSkE5OluRrCqyWDShMal7v5GbOyT2Cc1_eHO4QXPe1Z167jj1Qbjs89xe4ee_KYffUQtpacL4MuN6VLoTlIjItiCK89j__y6XKPz8g_bf4L8VO4lziwjEcWbsGgPb-gZ3DXXLbT5vx5kOvfVuH_DA |
| linkProvider | Wiley-Blackwell |
| linkToHtml | http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwpV3da9RAEB_0KuiL38XTqgMKopBySXaT7JMU7VHb8xBptW9hszvhjl7vShMrvvnqm3-jf4mzm21oQQTxLYTZsNnZ-eQ3MwDPUw65MlGpSEmZcYAi8khTYaOiFkSpNrX1hbSfJvl0Whweqg8Bm-NqYbr-EH3CzUmG19dOwF1C-qKU809ssn0W8iqsCb5HcgBrbz-ODya9Ks6Vr4XjOIP3oUYq9Cf1UJ5-9SWLdBn07LzNiz6rNzrjW_-53dtwM3ibuNVdjztwhZZ33aDmAOq4Bz8-z-Zmhl_1N1zVaD2cAwNm65itGrq6hzPfdRXnDTpULnYQENaS2K4cLTObcO_X959xgk3XKrN5gcaPiwipRmxn3YwGbI7mi0XzGrfwmFrNi3ToinIfDsbb-292ojCdITLs5MiISBTaVnHNujbJpVYZByc1VdbU_KrShoqYMsoMx5hkUyuqvLCJrqWJjTRapuswWK6W9ACQLI2kNqmSlRFCJToj9iNFMtKJydJcDeHlOYdKE1qXuwkai7IPYZzd94c7hGc97UnXsOOPVOuO0T3F9i7b8pit9RA2zllfBmluShdEs5sYF8UQXnkm_-XT5S6fkX96-C_ET-H6zv77STl5N917BDcSB53xOMMNGLSnX-gxXDNn7bw5fRIu-W-NjwML |
| linkToPdf | http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwpV3fa9RAEB60FfHF38XTVgcURCHlkuwm2adS2h7aHkcRq30Lm90Jd3i9K02s-Oarb_6N_Uuc3WxDCyKIbyHMhs3Ozs58yzczAK9ShlyZqFSkpMwYoIg80lTYqKgFUapNbX0i7adxPpkUx8fqMHBzXC5MVx-iv3BzluHPa2fgdGrrq1bOP7HJ_lnIm7AqpMrYLld3P4yOxv1RnCufC8c4g-ehhirUJ_VUnn70NY90nfTsos2rMat3OqN7_znd-3A3RJu43W2PB3CDFg9do-ZA6ngEPz9PZ2aK3_R3XNZoPZ0DA2frhL0auryHc191FWcNOlYudhQQPiWxXTpZVjbhwcWPX3GCTVcqs3mNxreLCFeN2E67Hg3YfJnN580WbuMJtZoH6VAV5TEcjfY-7ryLQneGyHCQIyMiUWhbxTWftUkutcoYnNRUWVPzq0obKmLKKDOMMcmmVlR5YRNdSxMbabRM12BlsVzQE0CyNJTapEpWRgiV6Iw4jhTJUCcmS3M1gDeXGipNKF3uOmjMyx7COL_vF3cAL3vZ065gxx-l1pyie4m9ffblMXvrAaxfqr4M1tyUDkRzmBgXxQDeeiX_5dPlPq-Rf3r6L8Iv4Pbh7qgcv58cPIM7iWPOeJrhOqy0Z19pA26Z83bWnD0Pe_w3Fj0Chg |
| openUrl | ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Which+Way+of+Design+Programming+Activities+Is+More+Effective+to+Promote+K-12+Students%27+Computational+Thinking+Skills%3F+A+Meta-Analysis&rft.jtitle=Journal+of+computer+assisted+learning&rft.au=Sun%2C+Lihui&rft.au=Hu%2C+Linlin&rft.au=Zhou%2C+Danhua&rft.date=2021-08-01&rft.pub=Wiley&rft.issn=0266-4909&rft.volume=37&rft.issue=4&rft.spage=1048&rft_id=info:doi/10.1111%2Fjcal.12545&rft.externalDocID=EJ1301801 |
| thumbnail_l | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/lc.gif&issn=0266-4909&client=summon |
| thumbnail_m | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/mc.gif&issn=0266-4909&client=summon |
| thumbnail_s | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/sc.gif&issn=0266-4909&client=summon |