The impact of a block-based visual programming curriculum: Untangling coding skills and computational thinking

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction Pub Date : 2024-10-28 DOI:10.1016/j.learninstruc.2024.102041

{"title":"The impact of a block-based visual programming curriculum: Untangling coding skills and computational thinking","authors":"","doi":"10.1016/j.learninstruc.2024.102041","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><div>and Context: Computer programming is increasingly being taught to young children worldwide. Quality programming curricula are needed to enable students to explore computer science concepts and develop a positive attitude towards programming. However, few studies have been conducted on the available curricula for young learners.</div></div><div><h3>Objective</h3><div>This study aims to provide an evidence-based, public, and free computer science curriculum for early childhood education by investigating the efficacy of the CAL-ScratchJr curriculum, among second graders.</div></div><div><h3>Method</h3><div>A cluster-randomized controlled trial involving 11 schools and 21 second-grade classrooms was conducted to examine the impact of the 24-lesson curriculum on students’ coding proficiency and computational thinking.</div></div><div><h3>Findings</h3><div>The results indicated that the CAL-ScratchJr curriculum intervention had a medium positive effect on second graders’ coding skills, but no significant impact on computational thinking.</div></div><div><h3>Implications</h3><div>Results caution against incorporating disconnected abstract computational thinking practices in education. The features of the curriculum were discussed.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":null,"pages":null},"PeriodicalIF":4.7000,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning and Instruction","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0959475224001683","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

Background

and Context: Computer programming is increasingly being taught to young children worldwide. Quality programming curricula are needed to enable students to explore computer science concepts and develop a positive attitude towards programming. However, few studies have been conducted on the available curricula for young learners.

Objective

This study aims to provide an evidence-based, public, and free computer science curriculum for early childhood education by investigating the efficacy of the CAL-ScratchJr curriculum, among second graders.

Method

A cluster-randomized controlled trial involving 11 schools and 21 second-grade classrooms was conducted to examine the impact of the 24-lesson curriculum on students’ coding proficiency and computational thinking.

Findings

The results indicated that the CAL-ScratchJr curriculum intervention had a medium positive effect on second graders’ coding skills, but no significant impact on computational thinking.

Implications

Results caution against incorporating disconnected abstract computational thinking practices in education. The features of the curriculum were discussed.

查看原文本刊更多论文

基于块的可视化编程课程的影响：解开编码技能与计算思维之间的联系

背景与环境：全世界越来越多的幼儿开始学习计算机编程。我们需要高质量的编程课程来帮助学生探索计算机科学概念，并培养他们对编程的积极态度。本研究旨在通过调查 CAL-ScratchJr 课程在二年级学生中的效果，为幼儿教育提供一个以证据为基础的、公共的、免费的计算机科学课程。方法进行了一项分组随机对照试验，涉及 11 所学校和 21 个二年级教室，以考察 24 课时课程对学生编码能力和计算思维的影响。结果结果表明，CAL-ScratchJr 课程干预对二年级学生的编码技能有中等程度的积极影响，但对计算思维没有显著影响。讨论了课程的特点。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Learning and Instruction Multiple-

CiteScore

11.30

自引率

4.80%

发文量

109

期刊介绍： As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.