A meta-analysis of the effectiveness of programming teaching in promoting K-12 students’ computational thinking

Computational thinking is considered to be an important competence in the intelligent era, and the incorporation of computational thinking as an integral part of school education beginning in childhood has been proposed. However, the ways in which computational thinking can be taught more effectivel...

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Veröffentlicht in:Education and information technologies Jg. 28; H. 6; S. 6619 - 6644
Hauptverfasser: Xu, Enwei, Wang, Wei, Wang, Qingxia
Format: Journal Article
Sprache:Englisch
Veröffentlicht: New York Springer US 01.06.2023
Springer
Springer Nature B.V
Schlagworte:
Computation
Computer Appl. in Social and Behavioral Sciences
Computer Science
Computers and Education
Education
Educational Technology
Elementary School Students
Elementary Secondary Education
Information Systems Applications (incl.Internet)
Instructional Effectiveness
Instructional scaffolding
International Education
Meta Analysis
Methods
Problem solving
Programming
Secondary School Students
Students
Teacher Effectiveness
Teaching Methods
Thinking Skills
User Interfaces and Human Computer Interaction
China
Computational thinking
Teaching method
Programming tool
Effectiveness
Meta-analysis
ISSN:1360-2357, 1573-7608
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Zusammenfassung:Computational thinking is considered to be an important competence in the intelligent era, and the incorporation of computational thinking as an integral part of school education beginning in childhood has been proposed. However, the ways in which computational thinking can be taught more effectively the context of in K-12 programming teaching remain unclear. This paper reports the results of a meta-analysis of 28 empirical studies on K-12 programming teaching that were published in international education journals in the 21st century to determine which teaching methods and programming tools are most effective in promoting the computational thinking of K-12 students. The results show that (1) programming teaching can promote the improvement of K-12 students’ computational thinking (ES = 0.72, z = 9.9, P  < 0.01), with an overall effect at the upper-middle level (95% CI[0.60,0.83]); (2) scaffolding programming (ES = 1.84, z = 11.9, P  < 0.01) and problem-based programming (ES = 1.14, z = 5.57, P  < 0.01) are the most effective teaching methods and can significantly promote the development of K-12 students’ computational thinking (chi 2  = 40.58, P  < 0.01); (3) since differences in the effect of programming tools between groups are not significant (Chi 2  = 6.47, P  = 0.09), it is impossible to determine which programming tools are most effective; and (4) intervention duration (ES = 0.72, z = 11.9, P  < 0.05, 95% CI[0.60, 0.83]) and learning scaffold (ES = 0.83, z = 6.27, P  < 0.05, 95% CI[0.57, 1.09]) are both key moderating variables that affect the improvement of computational thinking. Based on these results, suggestions are provided for future research and practice.
Bibliographie:ObjectType-Article-1
SourceType-Scholarly Journals-1
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ISSN:1360-2357
1573-7608
DOI:10.1007/s10639-022-11445-2