Development of an instructional model based on constructivism for fostering computational thinking

Abstract

Background/Objectives: The purpose of this study is to design an instructional model based on constructivism to enhance Computational Thinking (CT) and to investigate the effect of the model on CT in Java programming class of college students. Methods/Statistical analysis: In order to analyze the effect, a CT evaluation rubric for the learners’ program artifacts and questionnaires to measure learners’ perceptions and effectiveness of CT, programming, and problem solving were developed. Two evaluators assessed the midterm and final program artifacts submitted by the learners with the evaluation rubric. A pre and post surveys were conducted using the questionnaires to examine changes in leaners’ CT, programming learning, and problem solving abilities. A paired t-test was used for the pre and post survey.Findings: The analysis results showed that the CT assessment score of the final program artifacts were slightly higher than the midtermprogram artifacts.In addition, the survey analysis revealed that learners had improved their scores on the perception and effectiveness of CT, programming, and problem solving in the post survey compared to the pre survey. The instructional model based on constructivism confirmed that it helped students to learn CT and programming positively. In particular, it was found that reflecting on the problem solving process based on CT after completing a program coding could contribute to the learner’s more clearly internalization of the learning experience of the CT concepts and thus foster problem solving ability using CT. Improvements/Applications: It is necessary to modify and supplement the instructional model and the assessment model for CT proposed in this study and analyze the effect by applying it in other programming classes in the future.