Effect of Design-Based Learning on Elementary Students Computational Thinking Skills in Visual Programming Maker Course

Autor/inn/en	Matere, Isaac M.; Weng, Cathy; Astatke, Melese; Hsia, Chih-Hsien; Fan, Chen-Guo
Titel	Effect of Design-Based Learning on Elementary Students Computational Thinking Skills in Visual Programming Maker Course
Quelle	In: Interactive Learning Environments, 31 (2023) 6, S.3633-3646 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Matere, Isaac M.) ORCID (Weng, Cathy) ORCID (Astatke, Melese) ORCID (Hsia, Chih-Hsien)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2021.1938612
Schlagwörter	Design; Elementary School Students; Thinking Skills; Programming; Shared Resources and Services; Teaching Methods; Student Developed Materials; Curriculum Design; Foreign Countries; Cognitive Tests; Taiwan + Suchen Sie Ihr Suchwort? Denkfähigkeit; Programmierung; Gemeinwirtschaft; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrplangestaltung; Ausland; Kognitiver Fähigkeitstest
Abstract	Recently there has been a change in elementary curricula to focus on computational thinking, however, a good curriculum needs to be matched with good learning or teaching strategies. This study explores design-based learning (DBL) in elementary students to examine the development of computational thinking and to support knowledge construction in designing final products. An experimental design was used with 64 students; divided into experimental and control groups. The experimental group used a DBL approach with worksheets aimed at students designing their own final product design, while the control group was taught by the traditional approach with worksheets for redoing, practicing and designing their final product. Pre and posttests were used for data collection and evaluation scheme developed to score the final product. The finding showed no significant difference in the development of computational thinking between the two groups. However, there was a significant difference in designing the final product between the two groups. Therefore, DBL supported elementary students in designing the final product although redesigning curricula by integrating both teaching methods is suggested for the greater achievement of computational thinking. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01