Computational empowerment in practice: Scaffolding teenagers’ learning about emerging technologies and their ethical and societal impact

Schaper, Marie-Monique; Smith, Rachel Charlotte; Tamashiro, Mariana Aki; Mechelen, Maarten Van; Lunding, Mille Skovhus; Bilstrup, Karl-Emil Kjær; Kaspersen, Magnus Høholt; Jensen, Kasper Løvborg; Petersen, Marianne Graves; Iversen, Ole Sejer

doi:10.1016/j.ijcci.2022.100537

Cited by 20 publications

(1 citation statement)

References 35 publications

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“…However, applying this teaching approach to the complex realm of STEM education poses certain challenges. It requires well-articulated guiding principles to provide a structured learning process, making intricate STEM concepts accessible to learners (Schaper et al, 2022; Wang et al, 2022a). In this context, computational thinking, a process that systematically integrates computer science principles and procedural problem-solving methods, seems an ideal guiding principle for scaffolding in STEM education (Mumcu et al, 2023; Wing, 2006).…”

Section: Introductionmentioning

confidence: 99%

Integrating Computational Thinking Into Scaffolding Learning: An Innovative Approach to Enhance Science, Technology, Engineering, and Mathematics Hands-On Learning

Lee,

Wu,

Lin

et al. 2023

Journal of Educational Computing Research

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Science, Technology, Engineering, and Mathematics (STEM) education is essential for developing future-ready learners in both secondary and higher education levels. However, as students transition to higher education, many encounter challenges with independent learning and research. This can negatively impact their Higher-Order Thinking Skills (HOTS), engagement, and practical expertise. This study introduces a solution: Computational Thinking Scaffolding (CTS) in the Jupyter Notebook environment, designed to enhance STEM education at the tertiary level. CTS incorporates five phases: Decomposition, Pattern Recognition, Abstraction, Algorithm Design, and Evaluation. Utilizing a quasi-experimental method, we assessed the impact of CTS on the HOTS, engagement, and practical skills of undergraduate and postgraduate students. Our findings hold substantial relevance for university educators, academic advisors, and curriculum designers aiming to enhance students’ HOTS and hands-on capabilities in STEM disciplines. The results validate the effectiveness of CTS in elevating tertiary STEM learning outcomes, and they spotlight the adaptability of the Jupyter Notebook as a valuable tool in higher education. In conclusion, our research underscores the merits of CTS for improving outcomes in higher STEM education and sets a benchmark for future endeavors in this domain.

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