Application of Metacognitive Planning Scaffolding for the Cultivation of Computational Thinking

Autor/inn/en	Zhou, Ying; Chai, Ching Sing; Li, Xiuting; Ma, Chao; Li, Baoping; Yu, Ding; Liang, Jyh-Chong
Titel	Application of Metacognitive Planning Scaffolding for the Cultivation of Computational Thinking
Quelle	In: Journal of Educational Computing Research, 61 (2023) 6, S.1123-1142 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhou, Ying) ORCID (Liang, Jyh-Chong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/07356331231160294
Schlagwörter	Metacognition; Computation; Thinking Skills; Problem Solving; Programming; Scaffolding (Teaching Technique); Programming Languages; Planning; College Freshmen; Foreign Countries; China (Beijing) + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Denkfähigkeit; Problemlösen; Programmierung; Ablaufplanung; Planungsprozess; Studienanfänger; Ausland
Abstract	Computational thinking is a way of thinking that helps people "think like a computer scientist" to solve practical problems. However, practicing computational thinking through programming is dependent on the problem solvers' metacognition. This study investigated students' metacognitive planning and problem-solving performance in programming through two quantitative studies. First, we analyzed the performance of metacognitive planning and of problem solving through the programming of 21 freshmen, and found that the metacognitive planning performance related to "problem description" and "program comprehension" was significantly correlated with problem-solving performance. Second, semi-scaffolding and full-scaffolding were designed based on the first study. Another 89 freshmen were randomly divided into three groups and were asked to write their programming plan with no-scaffolding, semi-scaffolding, or with full-scaffolding. ANCOVA revealed that the problem-solving performance of the no-scaffolding group was significantly weaker than that of the other two groups, but there was no significant difference between the semi-scaffolding and the full-scaffolding groups. The study indicated that semi-scaffolding had a similar effect to full-scaffolding on problem-solving performance. The study suggests that teachers should emphasize supporting students' "problem description" and "program comprehension" using semi-scaffolding. This scaffolding technique is sufficient and efficient for training students' computational thinking through problem solving in programming. (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