Effects of the Interaction between Metacognition Teaching and Students' Learning Achievement on Students' Computational Thinking, Critical Thinking, and Metacognition in Collaborative Programming Learning

Autor/inn/en	Li, Wei; Liu, Cheng-Ye; Tseng, Judy C. R.
Titel	Effects of the Interaction between Metacognition Teaching and Students' Learning Achievement on Students' Computational Thinking, Critical Thinking, and Metacognition in Collaborative Programming Learning
Quelle	In: Education and Information Technologies, 28 (2023) 10, S.12919-12943 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Li, Wei) ORCID (Liu, Cheng-Ye) ORCID (Tseng, Judy C. R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-023-11671-2
Schlagwörter	Correlation; Metacognition; Thinking Skills; Programming; Computer Science Education; Learning Activities; Cooperative Learning; Middle School Students; Critical Thinking; Teaching Methods; Instructional Effectiveness; Learning Processes + Suchen Sie Ihr Suchwort? Korrelation; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Denkfähigkeit; Programmierung; Computer science lessons; Informatikunterricht; Lernaktivität; Kooperatives Lernen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Kritisches Denken; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Learning process; Lernprozess
Abstract	Collaborative programming can develop computational thinking and knowledge of computational programming. However, the researchers pointed out that because students often fail to mobilize metacognition to regulate and control their cognitive activities in a cooperation, this results in poor learning effects. Especially low-achieving students need more metacognitive support. Therefore, this study proposed a metacognition-based collaborative programming approach (M-CPA) to improve students' performance in collaborative programming. To evaluate the effectiveness of the method for students with different levels of learning achievement, a 7-week experiment was conducted. A total of 222 middle school students were divided into the experimental group with the M-CPA learning and the control group with the conventional collaborative programming approach (C-CPA). The results showed that learning methods and learning achievement had interactive effects on computational thinking tendency, critical thinking tendency, and metacognition tendency. M-CPA could significantly improve students' computational thinking tendency, critical thinking tendency, and metacognition tendency. Moreover, the proposed approach is more effective for low-achieving students. The results also showed that M-CPA could improve the students' achievement in program analysis questions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01