Effect of an OwlSpace Programming Course on the Computational Thinking of Elementary School Students

IF 2.1 Q1 EDUCATION & EDUCATIONAL RESEARCH

Informatics in Education Pub Date : 2023-09-04 DOI:10.15388/infedu.2024.07

Wei-Ying Li, Lu Tzu-Chuen

引用次数: 0

Abstract

This study investigates the effect of programming courses on the computational thinking (CT) skills of elementary school students and the learning effectiveness of students from different backgrounds who are studying programming. We designed a OwlSpace programming course into an elementary school curriculum. Students in fourth and fifth grades were taught the fundamentals of programming. We measured and analyzed the effectiveness of their CT skills and self-efficacy in CT. The researchers analyzed the changes in the CT of different gender, different grade, and different past experience students in programming courses and then made specific recommendations for information technigy teachers and related units. The results demonstrate that students learned and improved their CT skills by taking OwlSpace programming course. Additionally, gender, grade, and past experience are found to have no impact on the students’ learning that means the course can improve students ability without limited any characteristics.

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OwlSpace编程课程对小学生计算思维的影响

摘要本研究旨在探讨程式设计课程对小学生计算思维能力的影响，以及不同背景的程式设计学生的学习效能。我们将OwlSpace编程课程设计成小学课程。四年级和五年级的学生学习编程的基础知识。我们测量和分析了他们的CT技能和自我效能感的有效性。研究人员分析了不同性别、不同年级、不同过往经历的学生在编程课程中CT的变化，并对信息技术教师和相关单位提出了具体的建议。结果表明，学生通过OwlSpace编程课程学习和提高了他们的计算机编程技能。此外，性别，年级和过去的经验对学生的学习没有影响，这意味着课程可以提高学生的能力，而不限制任何特征。

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

Informatics in Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.10

自引率

3.70%

发文量

审稿时长

20 weeks

期刊介绍： INFORMATICS IN EDUCATION publishes original articles about theoretical, experimental and methodological studies in the fields of informatics (computer science) education and educational applications of information technology, ranging from primary to tertiary education. Multidisciplinary research studies that enhance our understanding of how theoretical and technological innovations translate into educational practice are most welcome. We are particularly interested in work at boundaries, both the boundaries of informatics and of education. The topics covered by INFORMATICS IN EDUCATION will range across diverse aspects of informatics (computer science) education research including: empirical studies, including composing different approaches to teach various subjects, studying availability of various concepts at a given age, measuring knowledge transfer and skills developed, addressing gender issues, etc. statistical research on big data related to informatics (computer science) activities including e.g. research on assessment, online teaching, competitions, etc. educational engineering focusing mainly on developing high quality original teaching sequences of different informatics (computer science) topics that offer new, successful ways for knowledge transfer and development of computational thinking machine learning of student''s behavior including the use of information technology to observe students in the learning process and discovering clusters of their working design and evaluation of educational tools that apply information technology in novel ways.