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Computational Thinking Practices: Lessons Learned from a Problem-Based Curriculum in Primary Education

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Title: Computational Thinking Practices: Lessons Learned from a Problem-Based Curriculum in Primary Education
Language: English
Authors: Kwon, Kyungbin (ORCID 0000-0001-8646-0144), Jeon, Minji (ORCID 0000-0002-0301-2221), Guo, Meize (ORCID 0000-0002-3013-964X), Yan, Ge, Kim, Jiyoung, Ottenbreit-Leftwich, Anne T., Brush, Thomas A. (ORCID 0000-0002-5068-4784)
Source: Journal of Research on Technology in Education. 2023 55(4):590-607.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 18
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 6
Intermediate Grades
Middle Schools
Descriptors: Computation, Thinking Skills, Problem Based Learning, Elementary School Students, Educational Improvement, Grade 6, Programming, Learning Activities, Scoring Rubrics
Geographic Terms: Indiana
DOI: 10.1080/15391523.2021.2014372
ISSN: 1539-1523
1945-0818
Abstract: The primary goals of this research were to investigate the development of computational thinking (CT) skills among elementary students and to identify areas for improvement in their CT practices. Empirical investigations, accomplished in a learner-centered, problem-based learning curriculum for sixth-graders, sought to examine student proficiency in CT practices by analyzing programs developed by students. A total of 30 students participated in this study and eleven Scratch projects were analyzed. Results revealed that students showed high competence in Event, Parallelism, Sequence, and Design while low competence in Loop & Operator. Examination of the flow of their programs revealed how effectively students utilized CT concepts in CT practices. As areas for improvement, researchers identified an extremely fine-grained programming (EFGP) approach and a lack of abstraction.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1396150
Database: ERIC
FullText Text:
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  Data: Computational Thinking Practices: Lessons Learned from a Problem-Based Curriculum in Primary Education
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  Data: <searchLink fieldCode="AR" term="%22Kwon%2C+Kyungbin%22">Kwon, Kyungbin</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-8646-0144">0000-0001-8646-0144</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jeon%2C+Minji%22">Jeon, Minji</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-0301-2221">0000-0002-0301-2221</externalLink>)<br /><searchLink fieldCode="AR" term="%22Guo%2C+Meize%22">Guo, Meize</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-3013-964X">0000-0002-3013-964X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yan%2C+Ge%22">Yan, Ge</searchLink><br /><searchLink fieldCode="AR" term="%22Kim%2C+Jiyoung%22">Kim, Jiyoung</searchLink><br /><searchLink fieldCode="AR" term="%22Ottenbreit-Leftwich%2C+Anne+T%2E%22">Ottenbreit-Leftwich, Anne T.</searchLink><br /><searchLink fieldCode="AR" term="%22Brush%2C+Thomas+A%2E%22">Brush, Thomas A.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-5068-4784">0000-0002-5068-4784</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Research+on+Technology+in+Education%22"><i>Journal of Research on Technology in Education</i></searchLink>. 2023 55(4):590-607.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Y
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  Data: 18
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Computation%22">Computation</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Based+Learning%22">Problem Based Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Improvement%22">Educational Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="DE" term="%22Programming%22">Programming</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Activities%22">Learning Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Scoring+Rubrics%22">Scoring Rubrics</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Indiana%22">Indiana</searchLink>
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  Data: 10.1080/15391523.2021.2014372
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  Data: 1539-1523<br />1945-0818
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  Data: The primary goals of this research were to investigate the development of computational thinking (CT) skills among elementary students and to identify areas for improvement in their CT practices. Empirical investigations, accomplished in a learner-centered, problem-based learning curriculum for sixth-graders, sought to examine student proficiency in CT practices by analyzing programs developed by students. A total of 30 students participated in this study and eleven Scratch projects were analyzed. Results revealed that students showed high competence in Event, Parallelism, Sequence, and Design while low competence in Loop & Operator. Examination of the flow of their programs revealed how effectively students utilized CT concepts in CT practices. As areas for improvement, researchers identified an extremely fine-grained programming (EFGP) approach and a lack of abstraction.
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  Data: 2023
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  Data: EJ1396150
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      – SubjectFull: Thinking Skills
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