ABSTRACT

Recently there has been a change in elementary curricula to focus on computational thinking, however, a good curriculum needs to be matched with good learning or teaching strategies. This study explores design-based learning (DBL) in elementary students to examine the development of computational thinking and to support knowledge construction in designing final products. An experimental design was used with 64 students; divided into experimental and control groups. The experimental group used a DBL approach with worksheets aimed at students designing their own final product design, while the control group was taught by the traditional approach with worksheets for redoing, practicing and designing their final product. Pre and posttests were used for data collection and evaluation scheme developed to score the final product. The finding showed no significant difference in the development of computational thinking between the two groups. However, there was a significant difference in designing the final product between the two groups. Therefore, DBL supported elementary students in designing the final product although redesigning curricula by integrating both teaching methods is suggested for the greater achievement of computational thinking.

摘要

最近，基础课程发生了变化，重点关注计算思维，然而，好的课程需要与良好的学习或教学策略相匹配。本研究探讨了小学生基于设计的学习（DBL），以检验计算思维的发展并支持设计最终产品时的知识构建。实验设计由 64 名学生参与；分为实验组和对照组。实验组使用 DBL 方法和工作表，旨在让学生设计自己的最终产品设计，而对照组则采用传统方法，使用工作表来重做、练习和设计他们的最终产品。预测试和后测试用于数据收集和开发评估方案以对最终产品进行评分。研究结果显示，两组之间计算思维的发展没有显着差异。然而，两组的最终产品设计存在显着差异。因此，DBL 支持小学生设计最终产品，但建议通过整合两种教学方法来重新设计课程，以取得计算思维的更大成就。