Abstractive-Based Programming Approach to Computational Thinking: Discover, Extract, Create, and Assemble

Autor/in	Ezeamuzie, Ndudi O.
Titel	Abstractive-Based Programming Approach to Computational Thinking: Discover, Extract, Create, and Assemble
Quelle	In: Journal of Educational Computing Research, 61 (2023) 3, S.605-638 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ezeamuzie, Ndudi O.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/07356331221134423
Schlagwörter	Programming; Computer Science Education; Problem Solving; Thinking Skills; Age Differences; Gender Differences; Computer Literacy; Prior Learning; Comparative Analysis; Teaching Methods; Constructivism (Learning); Abstract Reasoning; Transfer of Training; Cognitive Ability; Achievement Tests; Foreign Countries; International Assessment; Secondary School Students; Student Characteristics; Africa; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Programmierung; Computer science lessons; Informatikunterricht; Problemlösen; Denkfähigkeit; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Computerkenntnisse; Vorkenntnisse; Teaching method; Lehrmethode; Unterrichtsmethode; Abstraktes Denken; Denken; Training; Transfer; Ausbildung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler; Afrika
Abstract	Most studies suggest that students develop computational thinking (CT) through learning programming. However, when the target of CT is decoupled from programming, emerging evidence challenges the assertion of CT transferability from programming. In this study, CT was operationalized in everyday problem-solving contexts in a learning experiment (n = 59) that investigated whether learning programming enhances students' CT skills. Specifically, this study examined the influence of a novel, systematic and micro instructional strategy that is grounded in abstraction and comprised of four independent but related processes -- discover, extract, create, and assemble (DECA) towards simplification of problem-solving. Subsidiary questions explored the effects of students' age, gender, computer proficiency, and prior programming experience on the development of CT. No significant difference was found between the CT skill and programming knowledge of the groups at the posttest. However, within-group paired t-tests showed that the experimental group that integrated DECA had significant improvement in CT but not in the control group across the pretest-posttest axis. Implications of the inconclusive finding about the transfer of programming skills to CT are emphasized and the arguments for disentangling CT from programming are highlighted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01