The Effects of Self‐Explanation on Secondary School Students' Computational Thinking and Programming Behaviour
Bibliographic Data
| ID | 21499600 |
|---|---|
| Authors | Peng Chen (0009-0001-5590-8732, College of Education Capital Normal University Beijing China), Dong Yang (0000-0002-6382-0706, College of Education for the Future Beijing Normal University Zhuhai China, corresponding author), Jia Zhao (0000-0003-3838-0582, College of Teacher Education Capital Normal University Beijing China), Shu Yang (0000-0001-7274-8497, No. 20 Middle School Yinchuan Yinchuan Ningxia China), Jari Lavonen (0000-0003-2781-7953, Department of Education University of Helsinki Helsinki Finland) |
| Year | 2025 |
| Volume | 41 |
| Issue | 5 |
| Publication date | 2025-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Computer Assisted Learning (JOURNAL) |
| Journal identifiers | ISSN: 0266-4909 • E-ISSN: 1365-2729 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/jcal.70116 |
| OpenAlex | W4414076867 |
| Language | EN |
| References cited | 92 |
Analysis of covariance · Computational Thinking · Computer-Assisted Instruction · Empirical research · Logical reasoning · Treatment and control groups · Education and Learning Interventions · Educational Research and Pedagogy · Teaching and Learning Programming
Eliciting Self‐Explanations Improves Understanding
Demystifying computational thinking
The Science of Sex Differences in Science and Mathematics
A validity and reliability study of the computational thinking scales (CTS)
Eight Ways to Promote Generative Learning
Why Minimal Guidance During Instruction Does Not Work
Cognitive Architecture and Instructional Design
Predicting programming performance by using process behavior in a block-based programming environment
The learning analytics of computational scientific modeling with self-explanation for subgoals and demonstration scaffolding
The power of affective pedagogical agent and self-explanation in computer-based learning
Effects of collaborative filtering‐based peer recommendation mechanism on in‐service teachers’ learning performance, knowledge construction, and social network during online training
Does an option to review instructional explanations enhance example-based learning? It depends on learners’ academic self-concept
Embedding self-explanation prompts to support learning via instructional video
Using learning analytics in the Amazonas
Self-Explanation and Reading Strategy Training (Sert) Improves Low-Knowledge Students’ Science Course Performance
Computational Thinking in K–12
Informing Pedagogical Action
Inner speech
| Citation velocity | historical |
|---|---|
| Highly cited | No |