Integration of problem-based learning in elementary computer science education: effects on computational thinking and attitudes

被引:0
作者
Kyungbin Kwon
Anne T. Ottenbreit-Leftwich
Thomas A. Brush
Minji Jeon
Ge Yan
机构
[1] Indiana University – Bloomington,
来源
Educational Technology Research and Development | 2021年 / 69卷
关键词
Computer science education; Computational thinking; Problem-based learning; Elementary CS education; Block-based programming;
D O I
暂无
中图分类号
学科分类号
摘要
This study investigated how a computer science (CS) problem-based curriculum impacted elementary students’ CS learning and attitudes. Four sixth-grade teachers and 200 of their students participated in the study. Researchers developed a CS curriculum in collaboration with the teachers, which consisted of two main units: (1) an introduction to block-based coding and (2) a problem-based learning (PBL) applied coding project. Overall, students significantly improved their knowledge of CT concepts after the introductory block-based coding lessons and retained that knowledge after completing the PBL activities approximately three months later. Results suggest that Event and Parallelism were challenging concepts for most of the students, whereas Loop and Sequence were easily grasped by most of the students. Further analysis based on prior knowledge levels revealed that the high-prior knowledge (HK) group outperformed the low-prior knowledge (LK) group on every measure. However, LK narrowed the gap of CT concepts after the introductory block-based coding lessons. Students also communicated relatively positive attitudes towards CS at the conclusion of the PBL unit. These results provide support for further exploring the integration of inquiry-oriented instructional strategies such as PBL to support CS instruction.
引用
收藏
页码:2761 / 2787
页数:26
相关论文
共 131 条
[41]  
Gouli E(2018)Ethics, identity, and political vision: Toward a justice-centered approach to equity in computer science education Harvard Educational Review 25 127-147
[42]  
Mavroudi E(2009)A problem based learning meta analysis: Differences across problem types, implementation types, disciplines, and assessment levels Interdisciplinary Journal of Problem-Based Learning 49 33-35
[43]  
Fields DA(1982)Peer interaction and learning in cooperative small groups Journal of Educational Psychology 48 1157-1186
[44]  
Kafai Y(2016)Defining computational thinking for mathematics and science classrooms Journal of Science Education and Technology 1 198-226
[45]  
Nakajima T(2006)Computational thinking Communications of the ACM 64 423-431
[46]  
Goode J(2011)Problem-based learning in K–12 education: Is it effective and how does it achieve its effects? American Educational Research Journal undefined undefined-undefined
[47]  
Margolis J(1997)Early development of executive function: A problem-solving framework Review of General Psychology undefined undefined-undefined
[48]  
García-Peñalvo FJ(2016)The impact of social factors on pair programming in a primary school Computers in Human Behavior undefined undefined-undefined
[49]  
Mendes AJ(undefined)undefined undefined undefined undefined-undefined
[50]  
Gaudiello I(undefined)undefined undefined undefined undefined-undefined