Integration of problem-based learning in elementary computer science education effects on computational thinking and attitudes

This study investigated how a computer science (CS) problem-based curriculum impacted elementary students’ CS learning and attitudes. Four sixth-grade teachers and 200 of their students participated in the study. Researchers developed a CS curriculum in collaboration with the teachers, which consist...

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Bibliographic Details
Published in:Educational technology research and development Vol. 69; no. 5; pp. 2761 - 2787
Main Authors: Kwon, Kyungbin, Ottenbreit-Leftwich, Anne T., Brush, Thomas A., Jeon, Minji, Yan, Ge
Format: Journal Article
Language:English
Published: New York Springer Science + Business Media 01.10.2021
Springer US
Springer
Springer Nature B.V
Subjects:
Computer science
Computer Science Education
Concept Formation
Curricula
DEVELOPMENT ARTICLE
Education
Educational Strategies
Educational Technology
Elementary School Curriculum
Elementary School Students
Grade 6
Instructional Effectiveness
Knowledge Level
Learning and Instruction
Prior Learning
Problem Based Learning
Programming
Retention (Psychology)
Science education
Sciences education
Student Attitudes
Students
Teaching Methods
Thinking Skills
Computational thinking
Problem-based learning
Computer science education
Elementary CS education
Block-based programming
ISSN:1042-1629, 1556-6501
Online Access:Get full text
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Summary:This study investigated how a computer science (CS) problem-based curriculum impacted elementary students’ CS learning and attitudes. Four sixth-grade teachers and 200 of their students participated in the study. Researchers developed a CS curriculum in collaboration with the teachers, which consisted of two main units: (1) an introduction to block-based coding and (2) a problem-based learning (PBL) applied coding project. Overall, students significantly improved their knowledge of CT concepts after the introductory block-based coding lessons and retained that knowledge after completing the PBL activities approximately three months later. Results suggest that Event and Parallelism were challenging concepts for most of the students, whereas Loop and Sequence were easily grasped by most of the students. Further analysis based on prior knowledge levels revealed that the high-prior knowledge (HK) group outperformed the low-prior knowledge (LK) group on every measure. However, LK narrowed the gap of CT concepts after the introductory block-based coding lessons. Students also communicated relatively positive attitudes towards CS at the conclusion of the PBL unit. These results provide support for further exploring the integration of inquiry-oriented instructional strategies such as PBL to support CS instruction.
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ISSN:1042-1629
1556-6501
DOI:10.1007/s11423-021-10034-3