Yonggang Wei, Lu Wang, Yi Tang, Junyue Su, Yaxian Lei, Wanran Peng
{"title":"编程教育模式对幼儿计算思维的影响：全面回顾与荟萃分析","authors":"Yonggang Wei, Lu Wang, Yi Tang, Junyue Su, Yaxian Lei, Wanran Peng","doi":"10.1111/jcal.13038","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Background</h3>\n \n <p>The pedagogy of computational thinking has gained extensive traction across numerous nations globally, with a particular emphasis on nurturing computational thinking in the formative years of early childhood. Nevertheless, the efficacy of diverse instructional approaches in the domain of programming education, with regards to fostering the advancement of computational thinking abilities in young children, remains a subject of ongoing debate.</p>\n </section>\n \n <section>\n \n <h3> Objectives</h3>\n \n <p>The primary aim of this research is to evaluate the efficacy of programming education in fostering computational thinking skills in young children. The central focus revolves around a meticulous exploration of the influence exerted by diverse modalities of programming education on the cultivation of computational thinking abilities in early learners.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>A total of 32 empirical studies were incorporated into the analysis. Out of these, 77 effect sizes were deemed to meet the predefined inclusion criteria for the present study. The statistical analysis was executed utilizing Stata version 17.0 software.</p>\n </section>\n \n <section>\n \n <h3> Results and Conclusions</h3>\n \n <p>The acquisition of programming skills can enhance the advancement of computational thinking in young children (Hedges's <i>g</i> = 0.49, 95% confidence interval [0.40, 0.58]), thereby yielding a moderate effect. When considering the triad of programming education modalities, it becomes evident that graphical programming surpasses both tangible programming and unplugged programming in terms of its efficacy in fostering the growth of computational thinking in young learners.</p>\n </section>\n \n <section>\n \n <h3> Implications</h3>\n \n <p>The foregoing contributes significantly to the systematic cultivation and augmentation of computational thinking skills in young children. It establishes a foundational framework for early childhood educators and instructional tool designers to effectively and purposefully impart programming knowledge to children.</p>\n </section>\n </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 5","pages":"2385-2397"},"PeriodicalIF":5.1000,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Influence of programming education modalities on the computational thinking in young children: A comprehensive review and meta-analysis\",\"authors\":\"Yonggang Wei, Lu Wang, Yi Tang, Junyue Su, Yaxian Lei, Wanran Peng\",\"doi\":\"10.1111/jcal.13038\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>The pedagogy of computational thinking has gained extensive traction across numerous nations globally, with a particular emphasis on nurturing computational thinking in the formative years of early childhood. Nevertheless, the efficacy of diverse instructional approaches in the domain of programming education, with regards to fostering the advancement of computational thinking abilities in young children, remains a subject of ongoing debate.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Objectives</h3>\\n \\n <p>The primary aim of this research is to evaluate the efficacy of programming education in fostering computational thinking skills in young children. The central focus revolves around a meticulous exploration of the influence exerted by diverse modalities of programming education on the cultivation of computational thinking abilities in early learners.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Methods</h3>\\n \\n <p>A total of 32 empirical studies were incorporated into the analysis. Out of these, 77 effect sizes were deemed to meet the predefined inclusion criteria for the present study. The statistical analysis was executed utilizing Stata version 17.0 software.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results and Conclusions</h3>\\n \\n <p>The acquisition of programming skills can enhance the advancement of computational thinking in young children (Hedges's <i>g</i> = 0.49, 95% confidence interval [0.40, 0.58]), thereby yielding a moderate effect. When considering the triad of programming education modalities, it becomes evident that graphical programming surpasses both tangible programming and unplugged programming in terms of its efficacy in fostering the growth of computational thinking in young learners.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Implications</h3>\\n \\n <p>The foregoing contributes significantly to the systematic cultivation and augmentation of computational thinking skills in young children. 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Influence of programming education modalities on the computational thinking in young children: A comprehensive review and meta-analysis
Background
The pedagogy of computational thinking has gained extensive traction across numerous nations globally, with a particular emphasis on nurturing computational thinking in the formative years of early childhood. Nevertheless, the efficacy of diverse instructional approaches in the domain of programming education, with regards to fostering the advancement of computational thinking abilities in young children, remains a subject of ongoing debate.
Objectives
The primary aim of this research is to evaluate the efficacy of programming education in fostering computational thinking skills in young children. The central focus revolves around a meticulous exploration of the influence exerted by diverse modalities of programming education on the cultivation of computational thinking abilities in early learners.
Methods
A total of 32 empirical studies were incorporated into the analysis. Out of these, 77 effect sizes were deemed to meet the predefined inclusion criteria for the present study. The statistical analysis was executed utilizing Stata version 17.0 software.
Results and Conclusions
The acquisition of programming skills can enhance the advancement of computational thinking in young children (Hedges's g = 0.49, 95% confidence interval [0.40, 0.58]), thereby yielding a moderate effect. When considering the triad of programming education modalities, it becomes evident that graphical programming surpasses both tangible programming and unplugged programming in terms of its efficacy in fostering the growth of computational thinking in young learners.
Implications
The foregoing contributes significantly to the systematic cultivation and augmentation of computational thinking skills in young children. It establishes a foundational framework for early childhood educators and instructional tool designers to effectively and purposefully impart programming knowledge to children.
期刊介绍：
The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope
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