Computational thinking (CT) is a fundamental skill and an analytical ability that children in the twenty-first century should develop. Students should begin to work with algorithmic problem-solving and computational methods in K-12. Drawing on a conceptual framework (IGGIA) that combines CT and problem-solving, this study designed and implemented an interdisciplinary Scratch course in a primary school, examined the impact of the new problem-solving instructional approach (the adapted IGGIA) on pupils’ CT skills and self-efficacy, and explored the gender differences in these two aspects. A pretest–posttest nonequivalent group design was conducted among 63 fifth-grade students in two computer science classes over 14 weeks. Both quantitative and qualitative data were collected through the administration of CT scales, Scratch artifacts analysis and focus group interviews. The results revealed that the adapted IGGIA (1) significantly improved the CT skills of primary school students; (2) had a significant positive impact on pupils’ CT self-efficacy, especially on their critical thinking, algorithmic thinking and problem-solving; and (3) significantly enhanced girls’ CT skills and self-efficacy. These findings indicated that problem-solving instructional approaches could promote both cognitive and noncognitive aspects of students’ deeper computational learning.

计算思维（CT）是二十一世纪儿童应具备的基本技能和分析能力。学生应该在 K-12 开始使用算法问题解决和计算方法。本研究利用结合 CT 和问题解决的概念框架 (IGGIA)，在一所小学设计并实施了跨学科的 Scratch 课程，研究了新的问题解决教学方法（改编的 IGGIA）对学生 CT 的影响技能和自我效能感，并探讨了这两个方面的性别差异。在为期 14 周的时间里，在两个计算机科学班的 63 名五年级学生中进行了前测-后测非等效小组设计。定量和定性数据均通过 CT 量表的管理收集，划痕工件分析和焦点小组访谈。结果显示，改编后的IGGIA(1)显着提高了小学生的CT技能；(2)对小学生CT自我效能感，尤其是批判性思维、算法思维和解决问题的能力有显着的积极影响；(3)显着提高了女孩的CT技能和自我效能感。这些发现表明，解决问题的教学方法可以促进学生更深入的计算学习的认知和非认知方面。(3)显着提高了女孩的CT技能和自我效能感。这些发现表明，解决问题的教学方法可以促进学生更深入的计算学习的认知和非认知方面。(3)显着提高了女孩的CT技能和自我效能感。这些发现表明，解决问题的教学方法可以促进学生更深入的计算学习的认知和非认知方面。