Integrating Computational Thinking and Empowering Metacognitive Awareness in Stem Education

Education digitization highly enthuses learners for deeper learning and developing thought processes in formulating problems and their solutions effectively in their real-life circumstances. Implementing computational thinking skills through programming in Malaysian primary and secondary school STEM...

Celý popis

Uložené v:
Podrobná bibliografia
Vydané v:Frontiers in psychology Ročník 13; s. 872593
Hlavní autori: Markandan, Nagalaxmy, Osman, Kamisah, Halim, Lilia
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Frontiers Media S.A 09.06.2022
Predmet:
Biology
computational thinking
constructionism
metacognitive awareness
Psychology
STEM education
text-based programming
ISSN:1664-1078, 1664-1078
On-line prístup:Získať plný text
Tagy: Pridať tag
Žiadne tagy, Buďte prvý, kto otaguje tento záznam!
Popis
Shrnutí:Education digitization highly enthuses learners for deeper learning and developing thought processes in formulating problems and their solutions effectively in their real-life circumstances. Implementing computational thinking skills through programming in Malaysian primary and secondary school STEM curriculum create huge challenges, especially among STEM educators. This study highlights the integration of four major theories in developing the Metacognitive Empowerment by Computational Thinking (ME-CoT) learning module by cultivating computational thinking through programming skills to promote metacognitive awareness in Biology students. Pilot research was conducted to investigate the reliability of the ME-CoT learning module. Since the study sample was less than 30 students then, the consistency of the measurements, Pearson’s r was calculated to identify stability reliability. Findings revealed that the ME-CoT learning module has very strong stability reliability with a value of r = 0.974 and provides advantages such as assisting students to understand the content of the lesson more actively and in a fun way.
Bibliografia:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 23
This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology
Reviewed by: Insar Damopolii, State University of Papua, Indonesia; Utiya Azizah, Surabaya State University, Indonesia; Manne Kallio, University of Helsinki, Finland; Arsad Bahri, State University of Makassar, Indonesia
Edited by: Stamatios Papadakis, University of Crete, Greece
ISSN:1664-1078
1664-1078
DOI:10.3389/fpsyg.2022.872593