Unplugged Coding Using Flowblocks for Promoting Computational Thinking and Programming among Secondary School Students

Teaching Computing without Computers: Unplugged Computing as a Pedagogical Strategy

“…This reinforced the findings of other research (e.g. Bell et al, 2008;Threekunprapa & Yasri, 2020) . This engagement led students to be more focused during the lessons and for the knowledge gained to be more long lasting.…”

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

“…When it comes to the development of educational pedagogy in the 21st century, novel instructional approaches have been emphasised in the literature including STEM education (Changtong et al, 2020), hands-on activities (Pisanpanumas & Yasri, 2018), active learning (Setiawan et al, 2019), game-based learning (Pauline-Graf & Mandel, 2019), gamification (Zvarych et al, 2019), self-directed learning (Bourdeau et al, 2017), and unplugged coding (Threekunprapa & Yasri, 2020), to name a few. Despite differences in classroom practices, the common value of these approaches is the necessity to promote conceptual understanding of the subject matter, as well as to leverage soft skills such as creativity, critical thinking, collaboration and communication of learners simultaneously; all of which are considered crucial elements of effective classrooms in the 21st century (Toheri et al, 2020) In addition to the novel teaching methods, new school curriculum in various countries including USA, UK, New Zealand, Germany, India, Georgia, France, Korea, Japan, Sweden, Finland, Israel, Russia, and Italy have included computer science as one of the core subjects (Grover & Pea, 2013;Hubwieser et al, 2015;Kert, 2019).…”

“…Despite differences in classroom practices, the common value of these approaches is the necessity to promote conceptual understanding of the subject matter, as well as to leverage soft skills such as creativity, critical thinking, collaboration and communication of learners simultaneously; all of which are considered crucial elements of effective classrooms in the 21st century (Toheri et al, 2020) In addition to the novel teaching methods, new school curriculum in various countries including USA, UK, New Zealand, Germany, India, Georgia, France, Korea, Japan, Sweden, Finland, Israel, Russia, and Italy have included computer science as one of the core subjects (Grover & Pea, 2013;Hubwieser et al, 2015;Kert, 2019). Of course, Thailand is no exception (Threekunprapa & Yasri, 2020). This is due to the fact that computational thinking (CT) has been regarded as an important skill for students in the 21st century where technological advancement and robotic applications take precedence (Bulus Kirikkaya & Basaran, 2019;Ertugrul-Akyol, 2019).…”

“…Traditionally, it can be done either by text-based programming or by visual language programming (Lye et al, 2014). While the former includes understanding how to write codes according to commonly used computer languages like C/C++, Python, Java, PHP, and ASP, the latter adopts graphical elements and figures like Blockly to develop the sense of computer programming (Gunbatar & Karalar, 2018;Threekunprapa & Yasri, 2020). Of course, to be able to master in text-based programming is the ultimate goal if one wants to pursue a career involving computer programming.…”

“…Different shapes of diagrams convey different meanings of programming commands that allow advanced computer science concepts such as loops and conditional loops to be cultivated. This can sufficiently compensate what visual language programming lacks (Threekunprapa & Yasri, 2020). Research has shown that this approach can increase the accuracy of coding and help reduce the time for students to understand the algorithm when receiving visual expressions (Scanlan, 1989).…”