在韩国小学开设基于失败的生产性编程课程,培养计算思维和创造性解决问题的能力

IF 2.1 Q1 EDUCATION & EDUCATIONAL RESEARCH
Dagyeom Lee, Youngjun Lee
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引用次数: 0

摘要

随着我们的社会进入数字化转型时代,教育已从以知识为中心转变为以能力为中心,以解决我们生活中不可预测的变化和事件所带来的未来问题。编程教育提供所需的基础知识,并在产生和汇聚想法以解决问题的过程中培养高阶思维能力。然而,在韩国的小学中,编程教育大多基于讲授式的教学设计,侧重于知识的传授,这限制了编程教育的效果。然而,生产性失败(PF)侧重于在真实问题中学习概念,让学生产生不同的解决方案,并在可接受的环境中进行讨论,其结果是学生无法解决问题。因此,本研究开发了一个基于 PF 的教育项目,并对韩国一所小学的六年级学生进行了测试。结果显示,实验组的计算思维(CT)和创造性解决问题(CPS)能力明显高于对照组,其中计算思维能力的效应大小为中等,创造性解决问题能力的效应大小为高等。为了推广研究结果并提高其适用性,后续研究应扩展研究对象,为教师制定具体的教学指导,并发明适合学生水平和不同学习领域的各种学习问题。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Productive Failure-based Programming Course to Develop Computational Thinking and Creative Problem-Solving Skills in a Korean Elementary School
As our society has advanced in the era of digital transformation, education has been transformed from knowledge-centered to competency-centered to solve future problems in the light of unpredictable changes and events in our lives. Programming education provides the basic knowledge needed, and fosters higher-order thinking skills in the process of generating and converging ideas to solve problems. However, in Korean elementary schools, it is mostly based on a lecture-based instructional design and focuses on knowledge delivery, which has limited the educational effects of programming. However, productive failure (PF) focuses on learning concepts in authentic problems, and lets the students generate different solutions and discuss them in an acceptable environment, with the result that they fail to solve the problem. Therefore, this study developed a PF-based educational program and tested it on sixth-grade students in a Korean elementary school. The results showed that the computational thinking (CT) and creative problem-solving (CPS) skills of the experimental group were significantly greater than those of the control group, with a medium effect size for CT and a high effect size for CPS skills. To generalize the results and increase the applicability, follow-up studies should expand the subject of the study, develop specific teaching guidelines for teachers, and invent various learning problems appropriate to the students’ level and different domains of learning.
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来源期刊
Informatics in Education
Informatics in Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.10
自引率
3.70%
发文量
20
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.
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