Combining Webduino Programming with Situated Learning to Promote Computational Thinking, Motivation, and Satisfaction among High School Students

Autor/inn/en	Wu, Ting-Ting; Chen, Jian-Ming
Titel	Combining Webduino Programming with Situated Learning to Promote Computational Thinking, Motivation, and Satisfaction among High School Students
Quelle	In: Journal of Educational Computing Research, 60 (2022) 3, S.631-660 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wu, Ting-Ting)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/07356331211039961
Schlagwörter	Computer Software; Thinking Skills; Programming; Situated Learning; Learning Strategies; Teaching Methods; Comparative Analysis; High School Students; Technological Literacy; Learning Motivation; Computer Science Education; Course Content; Student Attitudes; Grade 11; Measures (Individuals) + Suchen Sie Ihr Suchwort? Denkfähigkeit; Programmierung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Technisches Wissen; Motivation for studies; Lernmotivation; Computer science lessons; Informatikunterricht; Kursprogramm; Schülerverhalten; School year 11; 11. Schuljahr; Schuljahr 11; Messdaten
Abstract	Many countries have incorporated computational thinking (CT) and programming languages into their science and technology courses. Students can improve their CT ability by learning programming languages. Moreover, situated learning enables students to generate knowledge and master problem-solving skills through interaction with situations. This study incorporated Webduino learning and the situated learning strategy into a programming course and analyzed its impact on high school students' CT ability, learning motivation, and course satisfaction. A quasi-experimental research method was adopted, wherein the experimental group was subjected to the situated learning strategy and the control group was subjected to a traditional teaching method. The study results revealed that integrating Webduino programming with situated learning could effectively improve five categories of CT skills; moreover, the activity models of situated learning enhanced the value and expectation dimensions of learning motivation. In addition, satisfaction with the course content and self-identity slightly improved. However, because teachers were required to elaborate on stories to promote learner engagement with life situations, the time available for programming was limited. Thus, no significant difference was observed in teaching satisfaction. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01