Effect of design-based learning on elementary students computational thinking skills in visual programming maker course

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.

KEYWORDS:

• Elementary students
• design-based learning
• computational-thinking
• final product
• teaching methods

Data availability statement

Data is available upon request from the corresponding author.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.

Notes on contributors

Isaac M. Matere

Matere Manyonge Isaac is a student at the Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology. His research interest is in digital learning, computational thinking, and experimental designs.

Cathy Weng

Cathy Weng is an associate professor at the Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology Her research interests and publications are in topics surrounding the utilization of digital technologies in instruction including social media & information sharing, virtual learning environments, interactive storybooks, digital reading & storytelling, technology-enhanced language learning, and Personal Digital Assistants (Robot assistant).

Melese Astatke

Melese Astatke is currently a Ph.D. candidate at the Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, Taiwan. He has a Master’s degree in Educational Psychology. His current themes of research include Educational psychology, social media & information sharing, and digital learning strategies.

Chih-Hsien Hsia

Chih- Hsien Hsia is the associate professor at the Department of Computer Science and Information Engineering, National Ilan University, Yilan City, Taiwan. His research interests and publications are in topics surrounding Digital signal processing IC design, computer vision and image processing, and information education.

Chen-Guo Fan

Chen-Guo Fan graduated with a master’s degree in Digital Learning and Education at the National Taiwan University of Science and Technology. His research interests are in 3D printing, computer programming, animation production, and video editing. He also has experience in teaching elementary school visual programming maker course.