Patterns of Computational Thinking Development while Solving Unplugged Coding Activities Coupled with the 3S Approach for Self-Directed Learning

Abstract

Using unplugged coding activities to promote computational thinking (CT) among secondary learners has become increasing popular. Benefits of using unplugged coding activities involve the cost-effective implementation, the ability to promote computer science concepts and self-efficacy in learning computer programming, and the engaging nature of active learning through collaboration. However, there is insufficient information regarding qualitative investigation on how learners develop their CT skills while working on unplugged coding tasks. This study therefore developed unplugged coding activities using flowcharts for high school students to learn computer science concepts, and to promote their CT skills. The activities consisted of five missions encompassing the concepts of sequence, repetition, input & variable, condition, and loop with condition. The data collection was carried out with 120 high students whose participation was video recorded and observed. A thematic analysis revealed that patterns of CT development started from initially developed, to partially developed and fully developed stages, respectively. The various stages were derived from different abilities to apply the computer science concepts to complete the missions with different expressions of CT skills. In addition, the study proposed a 3S self-directed learning approach for fostering the CT development, composing of self-check (in pairs), self-debug (in pairs), and scaffolding. It is therefore suggested to use the 3S model integrated with the unplugged coding activities for developing CT among high school learners.

Effectiveness of collaboration in developing computational thinking skills: A systematic review of social cognitive factors

“…Overall, there is a positive impact of instructional guidance on students' meta‐cognitive and problem‐solving skills, which can benefit both genders and learners of different ages over time (Angeli & Valanides, 2020; Atmatzidou et al, 2018). Several studies have also put forward effective scaffolding strategies in facilitating the collaborative programming process, such as (1) the combination of minimal guidance and thought‐provoking questions (Threekunprapa & Yasrİ, 2020), (2) differentiated instruction based on gender and developmental stages (Angeli & Valanides, 2020; Zhan et al, 2022), and (3) the sense‐reason‐act cycle (Fanchamps et al, 2021). In a qualitative study conducted by Ke and Im (2014), they observed idleness, silence and chaos in collaboration among children; thus, scaffolding from instructors is important to facilitate mutual and reciprocal relationships among collaborators.…”

Research Status in Computational Thinking in STEM Education

“…These interventions are shown on the left of Figure 3 as independent concepts, namely, Engineering design, Science module, Instructional design, constructing physical model, Web 2.0 tools for digital activities, Unplugged Activities (2) and plugged-in (1), Making projects, Game programming, Design-based learning, Mathematic logic, embodied interaction with technology, Computational modelling, and Tech with Kids web. While it was determined that unplugged activities are able to develop CT [47,49] effectively, in another study, unplugged activities coupled with plugged-in activities was found to be more effective in improving CT [50].…”

“…supported the active interaction of the digital world and the physical world by constructing a physical model using specific media and controlling it with a program. physical computing lessons materialize students' computational concepts through computational practices, and improve their computational perspectives through the use of authentic contexts 22 [47] Developed unplugged coding activities using flowcharts for high school students to learn computer science concepts, and to promote their CT skills.…”

Mathematics education for relevance, responsiveness, and viability in Africa within the Fourth Industrial Revolution era

“…Development of CT requires abilities such as reflective thinking and SDL (Threekunprapa & Yasri 2020). Students must select relevant resources, develop fundamental skills instead of rote learning, evaluate possible solutions and develop a deep understanding .…”