Exploring Secondary School Students' Computational Thinking Experiences Enriched with Block-Based Programming Activities: An Action Research

Autor/inn/en	Bilgic, Kiraz; Dogusoy, Berrin
Titel	Exploring Secondary School Students' Computational Thinking Experiences Enriched with Block-Based Programming Activities: An Action Research
Quelle	In: Education and Information Technologies, 28 (2023) 8, S.10359-10384 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dogusoy, Berrin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-023-11583-1
Schlagwörter	Secondary School Students; Computation; Thinking Skills; Programming; Action Research; Elementary School Students; Learning Processes; Scores; Learning Motivation; Student Participation + Suchen Sie Ihr Suchwort? Sekundarschüler; Denkfähigkeit; Programmierung; Projektforschung; Learning process; Lernprozess; Motivation for studies; Lernmotivation; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	The importance of developing computational thinking (CT) skills has created many practices and research. A significant amount of research exists in the literature on CT and its related skills, yet the rareness of research studies focusing on both quantitative and qualitative evaluations of students' CT skills in real school settings is remarkable. This action research focuses on the impact of block-based programming activities used to improve the CT skills of 5th and 6th grade students over a 14-week period. Both quantitative and qualitative data were collected during the study. Computational Thinking Test (CTT) pre-post-tests, teacher journals, and student observations were collected for this study. The quantitative findings showed that learning processes enriched with block-based programming significantly affected the students' CT scores, while the qualitative findings showed that block-based programming activities not only increased the students' motivation toward the lesson, but also increased their active participation during these lessons. It has been determined that the majority of the challenging activities were derived from the need for other skills (mathematical skills) than from programming-related skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01