Integration of Problem-Based Learning in Elementary Computer Science Education: Effects on Computational Thinking and Attitudes
| Title: | Integration of Problem-Based Learning in Elementary Computer Science Education: Effects on Computational Thinking and Attitudes |
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| Language: | English |
| Authors: | Kwon, Kyungbin (ORCID |
| Source: | Educational Technology Research and Development. Oct 2021 69(5):2761-2787. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 27 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Elementary Education Grade 6 Intermediate Grades Middle Schools |
| Descriptors: | Problem Based Learning, Elementary School Curriculum, Elementary School Students, Student Attitudes, Computer Science Education, Programming, Thinking Skills, Instructional Effectiveness, Concept Formation, Retention (Psychology), Knowledge Level, Prior Learning, Grade 6 |
| DOI: | 10.1007/s11423-021-10034-3 |
| ISSN: | 1042-1629 |
| Abstract: | This study investigated how a computer science (CS) problem-based curriculum impacted elementary students' CS learning and attitudes. Four sixth-grade teachers and 200 of their students participated in the study. Researchers developed a CS curriculum in collaboration with the teachers, which consisted of two main units: (1) an introduction to block-based coding and (2) a problem-based learning (PBL) applied coding project. Overall, students significantly improved their knowledge of CT concepts after the introductory block-based coding lessons and retained that knowledge after completing the PBL activities approximately three months later. Results suggest that "Event" and "Parallelism" were challenging concepts for most of the students, whereas "Loop" and "Sequence" were easily grasped by most of the students. Further analysis based on prior knowledge levels revealed that the high-prior knowledge (HK) group outperformed the low-prior knowledge (LK) group on every measure. However, LK narrowed the gap of CT concepts after the introductory block-based coding lessons. Students also communicated relatively positive attitudes towards CS at the conclusion of the PBL unit. These results provide support for further exploring the integration of inquiry-oriented instructional strategies such as PBL to support CS instruction. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1316649 |
| Database: | ERIC |
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| ISSN: | 1042-1629 |
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| DOI: | 10.1007/s11423-021-10034-3 |
| Published in: | Educational Technology Research and Development |
| Language: | English |