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A review of Project-Based Learning (PBL) and Computational Thinking (CT) in teaching and learning
Learning and Motivation ( IF 1.7 ) Pub Date : 2022-03-08 , DOI: 10.1016/j.lmot.2022.101802
Aslina Saad 1 , Suhaila Zainudin 2
Affiliation  

Project-Based Learning (PBL) and Computational Thinking (CT), a teaching strategy and a problem-solving method, respectively, have been widely used in teaching and learning because of their educational advantages for students and teachers. However, studies of their integration into the teaching and learning process have been scarce, resulting in a lack of guidance for educators to implement such an approach that apply constructivism learning theory. This study aims to systematically review and identify appropriate frameworks, models, techniques and tools that could guide the successful implementation of PBL-CT. This study examined relevant articles published from 2017 to 2021 to highlight the gaps in the PBL-CT execution and map their backgrounds into a coherent taxonomy that could help guide the directions of future studies. As revealed, none of such articles explicitly explain any suitable PBL-CT frameworks or models. The study identified several common elements for the PBL-CT framework formulation, indicating scaffolding and inquiry are the most commonly applied techniques, with visual tools dominating the PBL-CT implementation. Most articles involved computing, followed by STEM, with a few originating from non-STEM fields. Several important implications could help educators develop an effective PBL-CT course design and provide some guidelines for future research. An effective PBL-CT integration enhances teaching and learning besides improving students' computational thinking skills. Thinking skills are critical 21st-century skills needed for students' success.



中文翻译:

基于项目的学习(PBL)和计算思维(CT)在教学中的回顾

基于项目的学习(PBL)和计算思维(CT)分别是一种教学策略和解决问题的方法,因其对学生和教师的教育优势而被广泛应用于教学和学习中。然而,关于它们融入教学和学习过程的研究很少,导致教育工作者缺乏实施这种应用建构主义学习理论的方法的指导。本研究旨在系统地审查和确定可以指导 PBL-CT 成功实施的适当框架、模型、技术和工具。本研究检查了 2017 年至 2021 年发表的相关文章,以突出 PBL-CT 执行中的差距,并将其背景映射成一个连贯的分类法,有助于指导未来研究的方向。据透露,这些文章都没有明确解释任何合适的 PBL-CT 框架或模型。该研究确定了 PBL-CT 框架制定的几个共同元素,表明脚手架和查询是最常用的技术,视觉工具在 PBL-CT 实施中占主导地位。大多数文章涉及计算,其次是 STEM,少数来自非 STEM 领域。几个重要的意义可以帮助教育工作者制定有效的 PBL-CT 课程设计,并为未来的研究提供一些指导。除了提高学生的计算思维能力外,有效的 PBL-CT 集成还可以增强教学和学习。思维技能是 21 世纪学生成功所需的关键技能。该研究确定了 PBL-CT 框架制定的几个共同元素,表明脚手架和查询是最常用的技术,视觉工具在 PBL-CT 实施中占主导地位。大多数文章涉及计算,其次是 STEM,少数来自非 STEM 领域。几个重要的意义可以帮助教育工作者制定有效的 PBL-CT 课程设计,并为未来的研究提供一些指导。除了提高学生的计算思维能力外,有效的 PBL-CT 集成还可以增强教学和学习。思维技能是 21 世纪学生成功所需的关键技能。该研究确定了 PBL-CT 框架制定的几个共同元素,表明脚手架和查询是最常用的技术,视觉工具在 PBL-CT 实施中占主导地位。大多数文章涉及计算,其次是 STEM,少数来自非 STEM 领域。几个重要的意义可以帮助教育工作者制定有效的 PBL-CT 课程设计,并为未来的研究提供一些指导。除了提高学生的计算思维能力外,有效的 PBL-CT 集成还可以增强教学和学习。思维技能是 21 世纪学生成功所需的关键技能。大多数文章涉及计算,其次是 STEM,少数来自非 STEM 领域。几个重要的意义可以帮助教育工作者制定有效的 PBL-CT 课程设计,并为未来的研究提供一些指导。除了提高学生的计算思维能力外,有效的 PBL-CT 集成还可以增强教学和学习。思维技能是 21 世纪学生成功所需的关键技能。大多数文章涉及计算,其次是 STEM,少数来自非 STEM 领域。几个重要的意义可以帮助教育工作者制定有效的 PBL-CT 课程设计,并为未来的研究提供一些指导。除了提高学生的计算思维能力外,有效的 PBL-CT 集成还可以增强教学和学习。思维技能是 21 世纪学生成功所需的关键技能。

更新日期:2022-03-08
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