Testing a design-based learning approach to enhance elementary students’ computational thinking with experience-sampling method
Xing Li, Yi Zhang, Jing Huang · 2021
Computational Thinking (CT) is regarded as a key competency for k-12 children in the 21st century. In this project, a design-based learning (DBL) approach was proposed to improve elementary school students’ CT. This approach included programming skills learning and STEM practices with authentic real-life contexts. We assessed CT in a more accurate manner with experience-sampling methodology (ESM). A quasi-experiment study was carried out to assess how the intervention was associated with students’ self-perceived CT skills using event-based experience-sampling methodology. Forty sixth graders engaged in the curriculum units to create artifacts that solve specific real-world problems using Arduino electronic kits and Mind+ programming software. Results revealed that students’ self-perceived CT skills increased to a greater extent statistically. Using the experience sampling method, students’ self-perceived CT skills has different fluctuations in different stages of DBL, at the third phase of designing artifact, there is a significant decrease because learners are unfamiliar at the beginning of complicated cooperation in depth, which is likely to produce discourse conflicts and reduce efficiency. With the intervention of teachers, learners begin to improve greatly in the later stage. Learners have the highest CT in the iteration and improvement phases of prototype making and the final demonstration stage. In addition, collaboration plays an extremely important role in DBL, especially in the design phase. This study contributes to research in DBL teaching approach, CT instruction, its application in STEM education in particular, and how it can be used in elementary level education in general.