Development and Implementation of Project-based Learning Framework for Enhancing Computational Thinking Skills in Students: A Case Study in Computer Science Education Within Chinese Universities

Abstract

In China, Computer Science Education (CSE) is undergoing reform to meet the demands of the artificial intelligence era. This reform involves integrating computational thinking (CT) with pedagogy and computer science technology. This study, using quantitative methodologies, investigates the effectiveness of Project Based Learning (PBL) in enhancing Computational Thinking (CT) within Computer Science Education (CSE). PBL, which emphasizes learning through experience and fosters the concurrent development of knowledge and skills, aligns well with CT's objectives. The research began with gathering data on current teaching paradigms and developing Problem-Based Learning (PBL) strategies. A Problem Based Learning (PBL) teaching model, based on literature, was then developed and evaluated through a quasi-experimental design, with ongoing refinement during its implementation. The data was statistically analyzed using SPSS software, and the findings validate the PBL teaching model as significantly enhancing critical thinking (CT) among students. Consequently, this research establishes Problem-Based Learning (PBL) as a potent tool in fortifying Critical Thinking (CT) in Computer Science Education (CSE) in China. It also contributes to the educational reforms aimed at aligning education with the era of artificial intelligence.