From Critique to Computational Thinking: A Peer-Assessment-Supported Problem Identification, Flow Definition, Coding, and Testing Approach for Computer Programming Instruction

Autor/inn/en	Fang, Jian-Wen; Shao, Dan; Hwang, Gwo-Jen; Chang, Shao-Chen
Titel	From Critique to Computational Thinking: A Peer-Assessment-Supported Problem Identification, Flow Definition, Coding, and Testing Approach for Computer Programming Instruction
Quelle	In: Journal of Educational Computing Research, 60 (2022) 5, S.1301-1324 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fang, Jian-Wen) ORCID (Hwang, Gwo-Jen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/07356331211060470
Schlagwörter	Computation; Thinking Skills; Programming; Computer Science Education; Peer Evaluation; Problem Solving; Coding; Testing; High School Students; Academic Achievement; Learning Motivation; Self Efficacy; Scores; Foreign Countries; Grade 11; China + Suchen Sie Ihr Suchwort? Denkfähigkeit; Programmierung; Computer science lessons; Informatikunterricht; Problemlösen; Codierung; Testdurchführung; Testen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schulleistung; Motivation for studies; Lernmotivation; Self-efficacy; Selbstwirksamkeit; Ausland; School year 11; 11. Schuljahr; Schuljahr 11
Abstract	Scholars believe that computational thinking is one of the essential competencies of the 21st century and computer programming courses have been recognized as a potential means of fostering students' computational thinking. In tradition instruction, PFCT (problem identification, flow definition, coding, and testing) is a commonly adopted procedure to guide students to learn and practice computer programming. However, without further guidance, students might focus on learning the syntax of computer programming language rather than the concept of solving problems. This study proposes a peer-assessment-supported PFCT (PA-PFCT) approach for boosting students' computer programming knowledge and computational thinking awareness. A quasi-experiment was conducted on a computer programming course in a high school to evaluate its influence on students' learning achievement, computational thinking awareness, learning motivation, and self-efficacy. An experimental group of 51 students learned with the proposed approach, while a control group of 49 students learned with the traditional PFCT (T-PFCT) approach. The experimental results show that the proposed approach significantly enhanced the students' computational thinking awareness, learning motivation, and self-efficacy, while not having significant impacts on their computer programming knowledge test scores. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01