Abstractive-Based Programming Approach to Computational Thinking: Discover, Extract, Create, and Assemble

IF 4 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Educational Computing Research Pub Date : 2022-10-26 DOI:10.1177/07356331221134423

Ndudi O. Ezeamuzie

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引用次数: 1

Abstract

Most studies suggest that students develop computational thinking (CT) through learning programming. However, when the target of CT is decoupled from programming, emerging evidence challenges the assertion of CT transferability from programming. In this study, CT was operationalized in everyday problem-solving contexts in a learning experiment (n = 59) that investigated whether learning programming enhances students’ CT skills. Specifically, this study examined the influence of a novel, systematic and micro instructional strategy that is grounded in abstraction and comprised of four independent but related processes – discover, extract, create, and assemble (DECA) towards simplification of problem-solving. Subsidiary questions explored the effects of students’ age, gender, computer proficiency, and prior programming experience on the development of CT. No significant difference was found between the CT skill and programming knowledge of the groups at the posttest. However, within-group paired t-tests showed that the experimental group that integrated DECA had significant improvement in CT but not in the control group across the pretest-posttest axis. Implications of the inconclusive finding about the transfer of programming skills to CT are emphasized and the arguments for disentangling CT from programming are highlighted.

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基于抽象的计算思维编程方法:发现、提取、创建和组装

大多数研究表明，学生通过学习编程发展计算思维(CT)。然而，当CT的目标与规划解耦时，新出现的证据挑战了CT可从规划中转移的断言。在本研究中，在一个学习实验(n = 59)中，CT被应用于日常问题解决情境中，以调查学习编程是否能提高学生的CT技能。具体来说，本研究考察了一种新颖、系统和微观的教学策略的影响，该策略以抽象为基础，由四个独立但相关的过程组成——发现、提取、创造和组装(DECA)，以简化问题解决。辅助问题探讨了学生的年龄、性别、计算机熟练程度和先前的编程经验对CT发展的影响。两组后测CT技能和编程知识差异无统计学意义。然而，组内配对t检验显示，整合DECA的实验组在CT上有显著改善，而对照组在前测后测轴上没有显著改善。本文强调了关于编程技能转移到CT的不确定发现的含义，并强调了将CT与编程分离开来的论点。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Educational Computing Research EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

11.90

自引率

6.20%

发文量

期刊介绍： The goal of this Journal is to provide an international scholarly publication forum for peer-reviewed interdisciplinary research into the applications, effects, and implications of computer-based education. The Journal features articles useful for practitioners and theorists alike. The terms "education" and "computing" are viewed broadly. “Education” refers to the use of computer-based technologies at all levels of the formal education system, business and industry, home-schooling, lifelong learning, and unintentional learning environments. “Computing” refers to all forms of computer applications and innovations - both hardware and software. For example, this could range from mobile and ubiquitous computing to immersive 3D simulations and games to computing-enhanced virtual learning environments.