Fostering computational thinking through unplugged activities: A systematic literature review and meta-analysis
Fostering computational thinking through unplugged activities: A systematic literature review and meta-analysis
复制标题
通过不插电的活动培养计算思维：系统的文献综述和荟萃分析
DOI：
10.1186/s40594-023-00434-7
复制
发表时间：
2023
影响因子：
6.7
通讯作者：
Xiao Wang
中科院分区：
文献类型：
--
作者：
Pen Chen;D. Yang;A. H. Metwally;J. Lavonen;Xiao Wang
不插电活动作为培养计算思维（CT）技能的低成本解决方案似乎是近年来的一种趋势。然而，目前关于不插电活动对于提高学生 CT 技能的有效性的证据并不一致。为了了解不插电活动对计算思维技能的潜力，进行了系统回顾和荟萃分析。我们对 49 项研究进行了回顾，探讨了 2006 年至 2022 年 K-12 教育中不插电活动对提高学生 CT 技能的影响。文献综述显示，关于 CT 技能的研究主要（81.64%）在计算机科学和 STEM 教育中进行，棋盘和纸牌游戏是 K-12 教育中最常见的培养 CT 技能的不插电活动。 CT诊断工具（36.37%）经常被用作评估工具。对 13 项研究（16 个效应量）进行的后续荟萃分析显示，使用不插电活动来提升学生 CT 技能的总体效应量普遍较大（Hedges g = 1.028，95% CI [0.641, 1.415]，p < 0.001）。对几个调节变量（即年级水平、班级规模、干预持续时间和学习工具）及其对 CT 技能可能影响的分析表明，不插电活动是提高学生 CT 技能的一种有前景的教学策略。总而言之，结果凸显了不插电教学法对于提升 K-12 教育中的 CT 技能的可行性。相应地提供了政策、实践和研究的建议。
Unplugged activities as a low-cost solution to foster computational thinking (CT) skills seem to be a trend in recent years. However, current evidence of the effectiveness of unplugged activities in promoting students’ CT skills has been inconsistent. To understand the potential of unplugged activities on computational thinking skills, a systematic review and meta-analysis were conducted. Our review of 49 studies examined the influence of unplugged activities to improve students’ CT skills in K–12 education between 2006 and 2022. The literature review showed that studies on CT skills were mainly (81.64%) conducted in computer science and STEM education, with board and card games being the most common unplugged activities for fostering CT skills in K–12 education. CT diagnostic tools (36.37%) were frequently used as assessment tools. A follow-up meta-analysis of 13 studies with 16 effect sizes showed a generally large overall effect size (Hedges’s g = 1.028, 95% CI [0.641, 1.415], p < 0.001) for the use of unplugged activities in promoting students’ CT skills. The analysis of several moderator variables (i.e., grade level, class size, intervention duration, and learning tools) and their possible effects on CT skills indicated that unplugged activities are a promising instructional strategy for enhancing students’ CT skills. Taken together, the results highlight the affordances of unplugged pedagogy for promoting CT skills in K–12 education. Recommendations for policies, practice, and research are provided accordingly.
科学计算思维 (CT-S) 框架：为 K-12 科学教育研究人员和教育工作者实施 CT-S
影响因子：
6.7
作者：
Hurt, Timothy;Greenwald, Eric;Allan, Sara;Cannady, Matthew A.;Krakowski, Ari;Brodsky, Lauren;Collins, Melissa A.;Montgomery, Ryan;Dorph, Rena
通讯作者：
Dorph, Rena
计算思维的认知关联：混合拔插/插电课程的评估
DOI：
10.1145/3361721.3361729
发表时间：
2019
期刊：
Proceedings of the 14th Workshop in Primary and Secondary Computing Education
影响因子：
--
作者：
Tsarava;Leifheit;Ninaus;Román-González;Trautwein;Moeller
通讯作者：
Moeller
影响因子：
11.7
作者：
Shute, V. J.;Sun, C.;Asbell-Clarke, J.
通讯作者：
Asbell-Clarke, J.