Characterizing Students' 4C Skills Development during Problem-Based Digital Making

Autor/inn/en	Weng, Xiaojing; Cui, Zhihao; Ng, Oi-Lam; Jong, Morris S. Y.; Chiu, Thomas K. F.
Titel	Characterizing Students' 4C Skills Development during Problem-Based Digital Making
Quelle	In: Journal of Science Education and Technology, 31 (2022) 3, S.372-385 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ng, Oi-Lam)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-022-09961-4
Schlagwörter	Cooperative Learning; Problem Based Learning; Experiential Learning; Problem Solving; Early Adolescents; Elementary School Students; Middle School Students; Critical Thinking; Creativity; Communication Skills; Cooperation; Computer Science Education; Computer Software + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Problem-based learning; Problemorientiertes Lernen; Experiental learning; Erfahrungsorientiertes Lernen; Problemlösen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Kritisches Denken; Kreativität; Kommunikationsstil; Co-operation; Kooperation; Computer science lessons; Informatikunterricht
Abstract	Amid the maker movement, educators are proposing various making activities with programmable artifacts to prepare students for coping with the challenges in the twenty-first century. Today, the "4C" skills--critical thinking, creativity, communication, and collaboration--are regarded as significant learning outcomes in Science, Technology, Engineering, and Mathematics education; however, few researchers have investigated the adoption of problem-based learning in K-12 programming education for developing students' 4C skills. A case study was conducted in a "digital making" camp in which 54 upper elementary and lower secondary school students (10-14 years old) were engaged in harnessing a block-based programming tool, Scratch, to conduct various problem-solving tasks. Through triangulating multiple sources of qualitative data (including lesson plans, classroom field notes, videotaped lesson records, student solutions/artifacts, and post-intervention interviews), together with the microgenetic learning analysis, this study characterizes students' 4C skills development in the process of problem-based digital making. We found that the problem-based digital making environment supported the students' development of: (a) critical thinking in the form of critical modeling and critical data handling; (b) creativity in the form of creative explorations, creative solutions, and creative expressions; and (c) communication and collaboration in the form of communicative scaffolding and collaborative debugging. Complementary evidence-based suggestions for scaffolding problem-based digital making activities are suggested. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01