Scaffolding Computational Thinking Through Block Coding: A Learner Experience Design Study

Theorists and educators increasingly highlight the importance of computational thinking in STEM education. While various scaffolding strategies describe how to best support this skillset (i.e., paired programming, worked examples), less research has focused on the design and development of these dig...

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Bibliographic Details
Published in:Technology, knowledge and learning knowledge and learning, 2024-03, Vol.29 (1), p.21-43
Main Authors: Tawfik, Andrew A., Payne, Linda, Olney, Andrew M.
Format: Article
Language:English
Subjects:
Block codes
Creativity and Arts Education
Education
Educational Technology
Learning
Learning and Instruction
Original Research
Problem solving
Scaffolding
Science Education
STEM education
Technical education
Workflow
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Summary:Theorists and educators increasingly highlight the importance of computational thinking in STEM education. While various scaffolding strategies describe how to best support this skillset (i.e., paired programming, worked examples), less research has focused on the design and development of these digital tools. One way to support computational thinking and data science is through block coding and other ways that visualize the coding process. However, less is known about the learning experience design of these tools. Based on this gap, this work-in-progress study compared the learning experience design of novices and those with more advanced understanding of computational thinking. Results found differences emerge in the perceived dynamic interaction and scaffolding constructs of learning experience design. Implications for theory and practice are discussed.
ISSN:2211-1662
2211-1670
DOI:10.1007/s10758-022-09636-4