Toward a 5E-Based Flipped Classroom Model for Teaching Computational Thinking in Elementary School: Effects on Student Computational Thinking and Problem-Solving Performance

2021 ◽  
pp. 073563312110377
Author(s):  
Xuemin Gao ◽  
Khe Foon Hew
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Student Development ◽  
Flipped Classroom ◽  
Computational Thinking ◽  
Small Sample ◽  
Control Group ◽  
School Students ◽  
Computational Problem ◽  
Computational Problem Solving

Computational thinking (CT) has attracted significant interest among many educators around the globe. Despite this growing interest, research on CT and programming education in elementary school remains at an initial stage. Many relevant studies have adopted only one type of method to assess students’ CT, which may lead to an incomplete view of student development on CT, while other studies employed small sample sizes, which may increase the chance of assuming a false premise to be true. Moreover, conventional programming courses typically have two limitations (e.g., limited student active learning and student low engagement). Given these gaps, this study investigates the effects of a theory-based (5E framework) flipped classroom model (FCM) on elementary school students’ understanding of CT concepts, computational problem-solving performance, and perceptions of flipped learning. To achieve this, a pretest-posttest quasi-experimental study was conducted in a rural elementary school, including 125 students in the experimental group and 122 students in the control group. The results showed that the 5E-based FCM significantly improved student understanding of CT concepts and computational problem-solving abilities. The results also revealed positive student perception toward the FCM. The benefits and challenges of the 5E-based FCM are discussed.

Effects of the Digital Game-Development Approach on Elementary School Students' Learning Motivation, Problem Solving, and Learning Achievement

Gamification ◽  
2015 ◽  
pp. 472-487 ◽  
Author(s):  
Hui-Chun Chu ◽  
Chun-Ming Hung
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Learning Motivation ◽  
Control Group ◽  
School Students ◽  
Game Development ◽  
Learning Achievement ◽  
Problem Solving Skills ◽  
Development Approach ◽  
Experimental Group

In this study, the game-based development approach is proposed for improving the learning motivation, problem solving skills, and learning achievement of students. An experiment was conducted on a learning activity of an elementary school science course to evaluate the performance of the proposed approach. A total of 59 sixth graders from two classes of the elementary school participated in the experiment. One class of 30 students was selected as the experimental group, and the other class of 29 students was the control group. From the experimental results, it was found that the proposed game development-based learning approach could effectively promote the students' problem-solving skills. However, the students' learning achievement and motivations were quite different from our expectations. A discussion of the experimental group interview data is provided and suggestions made.

Development of a Social Skills Education Game for Elementary School Students

2019 ◽  
Vol 50 (5) ◽  
pp. 598-620
Author(s):  
Yoshiko Okada ◽  
Toshiki Matsuda
Keyword(s):  
Elementary School ◽  
Social Skills ◽  
Problem Solving ◽  
Elementary School Students ◽  
Small Sample Size ◽  
Small Sample ◽  
Card Game ◽  
School Students ◽  
Trade Off ◽  
Skills Education

Background. The latest Japanese National Curriculum emphasized the importance of active learning as well as communication skills in various subject areas. Following this trend, the social skills education (SSE) approach was adopted to promote and improve skills that facilitate interpersonal conflict resolution in elementary school students. Aim. This study developed a card game to help elementary school teachers perform SSE. The aims were to convince students to contemplate alternative solutions to problems in a way that incorporates suggestions from other students and to motivate children to think about problem solving in a social context. Methods. Our card game was developed based on Matsuda’s warp and woof model of problem-solving that emphasizes generating ideas concerning trade-off resolution in problem-solving. We then tested the game in a sample of 74 fourth grade (9-10 years old) elementary school students. Results. The findings suggest that the students understood the importance of considering new alternatives for trade-off resolution by playing our game. Conclusions. Despite the limitations of our study, such as the small sample size, our findings demonstrated that the game was successful in teaching most students the necessity of reaching a consensus in situations involving conflicting opinions.

scholarly journals The effects of problem-solving teaching methods on elementary school student’s physics achievement at Dudmegn full cycle elementary school, Ethiopia

2020 ◽  
Vol 10 (1) ◽  
pp. 49-63
Author(s):  
Asrat Dagnew Kelkay ◽  
Gebremedhin Dagnew
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Teaching Method ◽  
Sampling Technique ◽  
School Level ◽  
Control Group ◽  
School Students ◽  
Lecture Method ◽  
Post Test ◽  
Research Procedure

This study investigated the effects of problem-solving teaching method on elementary school students’ physics achievement at elementary school. In this investigation an experimental research procedure was used. Along with this, a sample of sixty students was drawn from a total of three hundred seventy-eight students using lottery method of sampling technique. Physics achievement test (pre-test and post-test) covering the unit ‘’Introduction to Electronics’’ was used as measuring instrument. Then, based on the pre-test scores, mixed ability groups such as fifteen high and fifteen low scoring 30 students each were assigned as experimental (13Fand17M) and control(15 and15M) groups using lottery method of sampling technique Students in the experimental group were taught using problem solving teaching method while those in the control group were instructed with lecture teaching method. The post-test constructed by the writer in the sample unit taught was administrated to both groups immediately after the treatment was over. Finally, the results of the study revealed that problem-solving teaching method was more effective in teaching physics as compared with lecture method at elementary school level.   Key words: Achievement, Effect, Elementary, Physics, problem    

The CHEER Study to Reduce BMI in Elementary School Students: A School-Based, Parent-Directed Study in Framingham, Massachusetts

2009 ◽  
Vol 25 (5) ◽  
pp. 361-372 ◽  
Author(s):  
Elissa A. Resnick ◽  
Marilyn Bishop ◽  
Anne O’Connell ◽  
Beverly Hugo ◽  
Germinal Isern ◽  
...  
Keyword(s):  
Elementary School ◽  
Public Schools ◽  
Elementary School Students ◽  
Health Workers ◽  
Small Sample ◽  
Outreach Program ◽  
Control Group ◽  
Educational Materials ◽  
School Students ◽  
Post Intervention

Childhood obesity may be lessened by parent-focused interventions. A pilot parent-directed trial with 46 parents of overweight and obese elementary school students was conducted at two ethnically diverse public schools in Framingham, Massachusetts. Parents were randomly assigned to either the Materials Group, which received mailed educational materials, or the Materials plus Personal Encounters Group, which received educational materials through interactions with community health workers (CHWs). Parents completed baseline and post-intervention surveys; children’s body mass index (BMI) percentiles were measured at baseline and post-intervention. There were no differences in the reduction of children’s BMI between groups. However, the mean BMI percentile for all children dropped from 94.1 to 90.6 ( p = .005), while there was no change in BMI among a nonrandomized contemporaneous control group. Findings are limited by the lack of a true control group and small sample size. Results from this school nurse and CHW outreach program to parents are encouraging.

scholarly journals Exploring the development of high school students’ computational problem-solving strategies by utilizing three-dimensional (3D) virtual worlds

2019 ◽  
Author(s):  
Νικόλαος Πέλλας
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Virtual Worlds ◽  
Three Dimensional ◽  
School Students ◽  
Computational Problem ◽  
3D Virtual Worlds ◽  
Problem Solving Strategies ◽  
Computational Problem Solving

Η υπολογιστική σκέψη (ΥΣ), αποτελεί έναν επιστημονικό όρο, ο οποίος παρουσιάζεται ολοένα και περισσότερο σε πολλά προγράμματα σπουδών της δευτεροβάθμιας εκπαίδευσης, και ιδιαίτερα για την εισαγωγή των μαθητών στις αρχές της επιστήμης των υπολογιστών. Πιο συγκεκριμένα, τα μαθήματα προγραμματισμού μπορούν να υποστηρίξουν σε ένα μεγάλο βαθμό την ανάπτυξη και χρήση δεξιοτήτων ΥΣ, διότι απαιτούν από τους μαθητές να έχουν ένα ευρύ φάσμα δεξιοτήτων γνωστικής σκέψης, όπως η επίλυση προβλημάτων, η κριτική σκέψη, η λογική συλλογιστική και η δημιουργικότητα. Υπό το πρίσμα αυτό, οι μαθητές (αγόρια και κορίτσια) προσπαθούν να κατανοήσουν το πώς να χρησιμοποιήσουν τέτοιου είδους δεξιότητες για να αναπτύξουν τις στρατηγικές σκέψης τους για να λύσουν προβλήματα με ένα λογικό και μεθοδολογικό τρόπο ακολουθώντας την παιχνιδοκεντρική προσέγγιση στην μάθηση για την επίλυση προσομοιωμένων προβλημάτων του πραγματικού κόσμου με την χρήση διαδραστικών περιβαλλόντων, όπως: (α) τα περιβάλλοντα οπτικού προγραμματισμού και (β) οι τρισδιάστατοι (3D) εικονικοί κόσμοι σε συνδυασμό με την παλέτα οπτικού προγραμματισμού Scratch4SL (S4SL). Ωστόσο, λιγότερη προσοχή έχει δοθεί μέχρι και σήμερα για να διερευνηθεί εάν ένα παιχνίδι προσομοίωσης που μπορεί να δημιουργηθεί σε διαδραστικά περιβάλλοντα επηρεάζει την ανάπτυξη και την εφαρμογή των στρατηγικών επίλυσης προβλημάτων με βάση την ΥΣ των μαθητών. Ο σκοπός της παρούσας διατριβής είναι να προτείνει ένα παιχνίδι προσομοίωσης το οποίο θα υποστηρίζει την εκμάθηση και αξιοποίηση των βασικών δομών και εννοιών του προγραμματισμού για την επίλυση προβλημάτων με βάση την ΥΣ. Το προτεινόμενο παιχνίδι προσομοίωσης θα αποτελέσει το αντικείμενο μιας πειραματικής αξιολόγησης και ανάλυσης των δεδομένων για την εξαγωγή σημαντικών συμπερασμάτων σχετικά με την μαθησιακή επίδοση με βάση την ΥΣ και συγκεκριμένα μέσα από υπολογιστικούς σχεδιασμούς, υπολογιστικές πρακτικές και υπολογιστικές επιδόσεις. Το παιχνίδι δημιουργήθηκε στο OpenSimulator (OpenSim) και Scratch για να υποστηρίξει τα αγόρια και τα κορίτσια επιδεικνύουν δεξιότητες που σχετίζονται με την ΥΣ για να κατανοήσουν το πώς να χρησιμοποιήσουν αποτελεσματικά συγκεκριμένες δομές προγραμματισμού σε διάφορες προσομοιωμένες μαθησιακές εργασίες επίλυσης προβλημάτων. Τα ευρήματα της παρούσας έρευνας έδειξαν ότι υπήρχαν σημαντικές διαφορές στην επίδοση των μαθητών της πειραματικής ομάδας που χρησιμοποίησαν το OpenSim μαζί με την παλέτα S4SL, σε αντιδιαστολή με τους μαθητές της ομάδα ελέγχου που αξιοποίησαν το Scratch. Πρώτον, φάνηκε ότι κατανόησαν χωροταξικά καλυτέρα τα βασικά μέρη του προβλήματος που έπρεπε να αντιμετωπίσουν μέσα στο OpenSim αξιοποιώντας δεξιότητες λογικής και κριτικής σκέψης για την καλύτερη δυνατή οργάνωση και εκτέλεση των προτεινόμενων σχεδιαστικών λύσεων. Δεύτερον, κατάφεραν να εκφράσουν σε μορφή ψευδοκώδικα και έπειτα να εφαρμόσουν πιο αποδοτικότερες και αποτελεσματικές σχεδιαστικές λύσεις κάνοντας λιγότερα λάθη. Τρίτον, κατόρθωσαν να επιτύχουν μεγαλύτερο μαθησιακό κέρδος (41%) για να προσδιορίσουν τις δεξιότητές τους σχετικά με την ΥΣ έναντι των συμμετεχόντων που χρησιμοποίησαν το Scratch (20%). Τέλος, συνθέτοντας τα ευρήματα των μελετών που διεξήχθησαν, ένα εύρος σημαντικών επιπτώσεων και σχεδιαστικών κατευθύνσεων παρατίθενται και αναλύονται.

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