Progressive Flowchart Development Scaffolding to Improve University Students' Computational Thinking and Programming Self-Efficacy

Autor/inn/en	Zhang, Jia-Hua; Meng, Bin; Zou, Liu-Cong; Zhu, Yue; Hwang, Gwo-Jen
Titel	Progressive Flowchart Development Scaffolding to Improve University Students' Computational Thinking and Programming Self-Efficacy
Quelle	In: Interactive Learning Environments, 31 (2023) 6, S.3792-3809 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhang, Jia-Hua) ORCID (Zou, Liu-Cong) ORCID (Hwang, Gwo-Jen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2021.1943687
Schlagwörter	Flow Charts; Scaffolding (Teaching Technique); College Students; Computation; Thinking Skills; Programming; Self Efficacy; Foreign Countries; Academic Achievement; Cooperative Learning; Problem Solving; Cognitive Development; Skill Development; China + Suchen Sie Ihr Suchwort? Collegestudent; Denkfähigkeit; Programmierung; Self-efficacy; Selbstwirksamkeit; Ausland; Schulleistung; Kooperatives Lernen; Problemlösen; Kognitive Entwicklung; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	As one of the core skills of the 21st century, computational thinking has received increasing attention from educators and researchers. Although some research has been conducted on computational thinking, few studies examined the impact of learning activities on students' computation thinking skills from the perspective of cognitive development. Based on the theory of scaffolding instruction, a progressive thinking training approach with flowcharts was proposed to cultivate students' computational thinking skills. A quasi-experiment was designed to evaluate the effectiveness of the training. Forty-nine Chinese tertiary students undertaking a programming course were randomly assigned into two groups -- the experimental and control groups. During the course, the experimental group received progressive training, and the control group received non-progressive training. The results showed that the experimental group gained a significantly higher level of academic achievement than the control group. Meanwhile, the experimental group showed a remarkable improvement in programming self-efficacy. Furthermore, the participants in the experimental group showed a higher level of computational thinking skills, including cooperative learning, critical thinking, and problem solving skills. In summary, the progressive thinking training approach with flowcharts could not only improve the participants' computational thinking skills and programming self-efficacy, but also help them to achieve better academic outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01