Promoting pupils’ computational thinking skills and self‑efficacy a problem-solving instructional approach
Computational thinking (CT) is a fundamental skill and an analytical ability that children in the twenty-first century should develop. Students should begin to work with algorithmic problem-solving and computational methods in K-12. Drawing on a conceptual framework (IGGIA) that combines CT and prob...
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| Veröffentlicht in: | Educational technology research and development Jg. 69; H. 3; S. 1599 - 1616 |
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| Hauptverfasser: | , , , , , |
| Format: | Journal Article |
| Sprache: | Englisch |
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New York
Springer Science + Business Media
01.06.2021
Springer US Springer Springer Nature B.V |
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| ISSN: | 1042-1629, 1556-6501 |
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| Abstract | Computational thinking (CT) is a fundamental skill and an analytical ability that children in the twenty-first century should develop. Students should begin to work with algorithmic problem-solving and computational methods in K-12. Drawing on a conceptual framework (IGGIA) that combines CT and problem-solving, this study designed and implemented an interdisciplinary Scratch course in a primary school, examined the impact of the new problem-solving instructional approach (the adapted IGGIA) on pupils’ CT skills and self-efficacy, and explored the gender differences in these two aspects. A pretest–posttest nonequivalent group design was conducted among 63 fifth-grade students in two computer science classes over 14 weeks. Both quantitative and qualitative data were collected through the administration of CT scales, Scratch artifacts analysis and focus group interviews. The results revealed that the adapted IGGIA (1) significantly improved the CT skills of primary school students; (2) had a significant positive impact on pupils’ CT self-efficacy, especially on their critical thinking, algorithmic thinking and problem-solving; and (3) significantly enhanced girls’ CT skills and self-efficacy. These findings indicated that problem-solving instructional approaches could promote both cognitive and noncognitive aspects of students’ deeper computational learning. |
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| AbstractList | Computational thinking (CT) is a fundamental skill and an analytical ability that children in the twenty-first century should develop. Students should begin to work with algorithmic problem-solving and computational methods in K-12. Drawing on a conceptual framework (IGGIA) that combines CT and problem-solving, this study designed and implemented an interdisciplinary Scratch course in a primary school, examined the impact of the new problem-solving instructional approach (the adapted IGGIA) on pupils' CT skills and self-efficacy, and explored the gender differences in these two aspects. A pretest-posttest nonequivalent group design was conducted among 63 fifth-grade students in two computer science classes over 14 weeks. Both quantitative and qualitative data were collected through the administration of CT scales, Scratch artifacts analysis and focus group interviews. The results revealed that the adapted IGGIA: (1) significantly improved the CT skills of primary school students; (2) had a significant positive impact on pupils' CT self-efficacy, especially on their critical thinking, algorithmic thinking and problem-solving; and (3) significantly enhanced girls' CT skills and self-efficacy. These findings indicated that problem-solving instructional approaches could promote both cognitive and noncognitive aspects of students' deeper computational learning. Computational thinking (CT) is a fundamental skill and an analytical ability that children in the twenty-first century should develop. Students should begin to work with algorithmic problem-solving and computational methods in K-12. Drawing on a conceptual framework (IGGIA) that combines CT and problem-solving, this study designed and implemented an interdisciplinary Scratch course in a primary school, examined the impact of the new problem-solving instructional approach (the adapted IGGIA) on pupils’ CT skills and self-efficacy, and explored the gender differences in these two aspects. A pretest–posttest nonequivalent group design was conducted among 63 fifth-grade students in two computer science classes over 14 weeks. Both quantitative and qualitative data were collected through the administration of CT scales, Scratch artifacts analysis and focus group interviews. The results revealed that the adapted IGGIA (1) significantly improved the CT skills of primary school students; (2) had a significant positive impact on pupils’ CT self-efficacy, especially on their critical thinking, algorithmic thinking and problem-solving; and (3) significantly enhanced girls’ CT skills and self-efficacy. These findings indicated that problem-solving instructional approaches could promote both cognitive and noncognitive aspects of students’ deeper computational learning. |
| Audience | Intermediate Grades Grade 5 Middle Schools Elementary Education Academic |
| Author | Wang, Huixin Liu, Ji Zhao, Mei Cavanaugh, Terence W. Wan, Xinqi Ma, Hongliang |
| Author_xml | – sequence: 1 givenname: Hongliang surname: Ma fullname: Ma, Hongliang – sequence: 2 givenname: Mei surname: Zhao fullname: Zhao, Mei – sequence: 3 givenname: Huixin surname: Wang fullname: Wang, Huixin – sequence: 4 givenname: Xinqi surname: Wan fullname: Wan, Xinqi – sequence: 5 givenname: Terence W. surname: Cavanaugh fullname: Cavanaugh, Terence W. – sequence: 6 givenname: Ji surname: Liu fullname: Liu, Ji |
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| Keywords | Scratch programming Problem-solving Computational thinking self-efficacy Computational thinking skills IGGIA framework |
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| Snippet | Computational thinking (CT) is a fundamental skill and an analytical ability that children in the twenty-first century should develop. Students should begin to... |
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| SubjectTerms | Computer science Computer Science Education Education Educational Technology Elementary School Students Gender Differences Grade 5 Instructional Effectiveness Interdisciplinary Approach Learning and Instruction Methods Problem Solving Programming Languages RESEARCH ARTICLE Self Efficacy Skill Development Skills Students Thinking Skills |
| Subtitle | a problem-solving instructional approach |
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| Title | Promoting pupils’ computational thinking skills and self‑efficacy |
| URI | https://www.jstor.org/stable/27285782 https://link.springer.com/article/10.1007/s11423-021-10016-5 http://eric.ed.gov/ERICWebPortal/detail?accno=EJ1302850 https://www.proquest.com/docview/2548895226 |
| Volume | 69 |
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