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Combined Effects of Block-Based Programming and Physical Computing on Primary Students' Computational Thinking

Oliver Kastner-Hauler1, Karin Tengler1, Barbara Sabitzer2

  • 1Department of Media Education, University of Education Lower Austria, Baden bei Wien, Austria.

Frontiers in Psychology
|June 27, 2022
PubMed
Summary

Integrating physical computing and block-based programming effectively enhances computational thinking (CT) skills in primary school students. This approach offers accessible methods for fostering problem-solving abilities in young learners.

Keywords:
assessmentblock-based programmingcomputational thinkingcomputer scienceintegrated learning environmentmicrobitphysical computingprimary digital education

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Area of Science:

  • Educational Technology
  • Computer Science Education

Background:

  • Basic Digital Education (BDE) is being integrated into Austrian primary school curricula, building on its 2018 implementation in lower secondary schools.
  • Computational Thinking (CT) is a key component of BDE, crucial for developing students' problem-solving skills.
  • Effective implementation of CT requires careful evaluation of teaching materials, scaffolding, and assessments.

Purpose of the Study:

  • To explore methods for fostering CT in primary school students (grades 3-4).
  • To investigate the impact of combining Open Educational Resources (OER) with physical computing (micro:bit) on CT skills.
  • To assess teacher and student confidence and awareness in applying CT.

Main Methods:

  • A sub-study within a longitudinal educational design research project.
  • Development and implementation of a 3-unit learning environment using an OER textbook and micro:bit devices.
  • Implementation in two Grade 3/4 classes over 3 weeks, with teachers receiving training and conducting pre/post-assessments.

Main Results:

  • Combining block-based programming with physical computing devices shows promise for promoting CT skills in younger students.
  • The designed learning environment facilitated low-barrier access to CT concepts in the classroom.
  • Data analysis provided insights into the effects on students' CT skill development.

Conclusions:

  • The integration of physical computing and OER presents a viable strategy for enhancing CT in primary education.
  • This approach supports the development of essential problem-solving skills through accessible, engaging methods.
  • Further research can build on these findings to optimize CT integration in early education.