Effect of design-based learning on elementary students computational thinking skills in visual programming maker course
Bibliographic Data
| ID | 21632962 |
|---|---|
| Authors | Isaac Manyonge Matere (0000-0001-5080-8516, National Taiwan University of Science and Technology, corresponding author), Cathy Weng (0000-0001-8095-8494, National Taiwan University of Science and Technology), Melese Astatke (0000-0002-6422-9803, National Taiwan University of Science and Technology), Chih-Hsien Hsia (0000-0003-2665-0821, National Ilan University), Chen-Guo Fan (National Taiwan University of Science and Technology) |
| Year | 2023 |
| Volume | 31 |
| Issue | 6 |
| Pages | 3633-3646 |
| Publication date | 2023-08-18 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Interactive Learning Environments (JOURNAL) |
| Journal identifiers | ISSN: 1049-4820 • E-ISSN: 1744-5191 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/10494820.2021.1938612 |
| OpenAlex | W3170508641 |
| Language | EN |
| Citations received | 6 |
| References cited | 24 |
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
Computational Thinking · Curriculum · Focus group · Mathematics education · New product development · Pedagogy · Product design · Teaching method · Computer Science · Educational Games and Gamification · Mathematics · Problem and Project Based Learning · Psychology · Teaching and Learning Programming · Artificial Intelligence
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| Citations per year | 1.2 |
|---|---|
| Citation span | 2021 - 2025 (5) |
| Highly cited | No |