The effectiveness of unplugged activities and programming exercises in computational thinking education: A Meta-analysis

This study adopted a meta-analysis to explore the effectiveness of unplugged activities (UA) and programming exercises (PE) teaching approaches on computational thinking (CT) education. Through a two-stage literature collection and selection process, 29 articles were included in the meta-analysis, 3...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:Education and information technologies Jg. 27; H. 6; S. 7993 - 8013
Hauptverfasser: Li, Feng, Wang, Xi, He, Xiaona, Cheng, Liang, Wang, Yiyu
Format: Journal Article
Sprache:Englisch
Veröffentlicht: New York Springer US 01.07.2022
Springer
Springer Nature B.V
Schlagworte:
Computation
Computer Appl. in Social and Behavioral Sciences
Computer Science
Computers and Education
Education
Educational Technology
Effect Size
Elementary school students
Elementary Secondary Education
Experiments
Information Systems Applications (incl.Internet)
Instructional Effectiveness
Interdisciplinary Approach
Interdisciplinary aspects
Learning Activities
Meta Analysis
Problem solving
Programming
Science Curriculum
Secondary school students
Teaching Methods
Thinking Skills
Time on Task
User Interfaces and Human Computer Interaction
Computational thinking
Teaching approaches
Unplugged activities
Programming exercises
Meta-analysis
ISSN:1360-2357, 1573-7608
Online-Zugang:Volltext
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
Beschreibung
Zusammenfassung:This study adopted a meta-analysis to explore the effectiveness of unplugged activities (UA) and programming exercises (PE) teaching approaches on computational thinking (CT) education. Through a two-stage literature collection and selection process, 29 articles were included in the meta-analysis, 31 independent effect sizes (16 of UA and 15 of PE) from these articles were used, and a total of 2,764 participants were involved in these studies. CMA software version 3.3 was used to analyze the collected data. The result of the meta-analysis showed that both the UA and PE teaching approaches are useful in cultivating students’ CT. Besides, the effect of the PE teaching approach is better than the UA teaching approach in CT education. Moreover, we analyzed the effect of moderator variables (grade level, interdisciplinary course, and experiments duration) on the relationship between UA or PE and CT education. The results showed that the effects of UA teaching approach in CT education was stronger (a) for primary school students than for secondary school students, (b) in interdisciplinary courses than in computer science courses, (c) with long duration teaching experiments than with medium and short duration teaching experiments. However, these effects are not significant. The effects of the PE teaching approach in CT education were stronger (a) for secondary school students than for primary school students, (b) in interdisciplinary courses than in computer science courses, (c) with short duration teaching experiments than with long and medium duration teaching experiments. These effects are not significant either. Therefore, we suggest that (1) the UA teaching approach should be used more for primary school students, while the PE teaching approach should be used more for secondary students; (2) CT education should be integrated into other subjects through UA and PE teaching approaches, and (3) the UA teaching approach requires more teaching time than the PE teaching approach does in CT education.
Bibliographie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:1360-2357
1573-7608
DOI:10.1007/s10639-022-10915-x