[1]马志强,刘亚琴.从项目式学习与配对编程到跨学科综合设计——基于2006-2019年国际K-12计算思维研究的元分析[J].远程教育杂志,2019,(05):075-84.
 Ma Zhiqiang,Liu Yaqin.From Project-based Learning and Pair Programming to Interdisciplinary Integrated Design:A Meta-analysis based on International Studies from 2006 to 2019[J].Distance Education Journal,2019,(05):075-84.
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从项目式学习与配对编程到跨学科综合设计——基于2006-2019年国际K-12计算思维研究的元分析()
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《远程教育杂志》[ISSN:1006-6977/CN:61-1281/TN]

卷:
期数:
2019年05期
页码:
075-84
栏目:
国际视野
出版日期:
2019-10-01

文章信息/Info

Title:
From Project-based Learning and Pair Programming to Interdisciplinary Integrated Design:A Meta-analysis based on International Studies from 2006 to 2019
作者:
马志强; 刘亚琴
江南大学 教育信息化研究中心,江苏无锡 214122
Author(s):
Ma Zhiqiang; Liu Yaqin
Research Center for Educational Informatization, Jiangnan University, Wuxi Jiangsu 214122
关键词:
计算思维元分析STEAM教育跨学科教育编程教学
Keywords:
Computational Thinking Meta-analysis STEAM Education Research Design
分类号:
G420
文献标志码:
A
摘要:
伴随信息技术的迅猛发展,计算思维得到了众多国家教育领域的广泛关注。鉴于计算思维概念的抽象性、教学方法的多样性以及研究设计的复杂性,越来越多的研究者开始探索利用多种教学方法及复杂的研究设计方案来发展K-12学生的计算思维。然而,哪些教学方法对发展计算思维更为有效?哪些研究设计要素能够显著影响计算思维的发展?这些问题都有待进一步回答。因此,本研究针对2006至2019年间国际研究者发表的33项高水平实验、准实验研究成果,采用元分析的方法进行量化统计,重点分析计算思维教学的作用效果、以及不同类型教学方法及研究设计对计算思维发展的影响。主要研究结论为:K-12计算思维教学总体对计算思维发展具备正向的促进作用,但对学生思维技能与合作关系发展尚待进一步关注;项目式学习与配对编程是发展计算思维的重要教学方法;跨学科综合设计对于发展计算思维具有重要价值。
Abstract:
With the rapid development of science and technology, computational thinking has been widely concerned by many countries in the field of education. In view of the abstractness of the concept of computational thinking, the diversity of teaching methods and the complexity of research design, more and more researchers begin to explore the use of a variety of teaching methods and research design programs to develop the computational thinking of k-12 students. However, which teaching methods are more effective for developing computational thinking? What research design elements can significantly influence the development of computational thinking? These questions need to be answered further. Therefore, this study adopted the method of meta-analysis to conduct quantitative statistics on 33 high-level experiments and quasi-experiments published by international researchers between 2006 and 2019. The effects of different teaching methods and research designs on the development of computational thinking were analyzed. The main conclusions were as follows: k-12 teaching of computational thinking has a positive promoting effect on the development of computational thinking on the whole, but the development of students’ thinking skills and cooperative relationship still needs further attention. Project-based learning and pair programming are important teaching methods for developing computational thinking. Interdisciplinary comprehensive design is of great value to the development of computational thinking.

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备注/Memo

备注/Memo:
基金项目:本文受2018年度国家社科基金教育学青年项目“在线协作学习投入分析与评价研究”(项目编号:CCA180257)的资助。
更新日期/Last Update: 1900-01-01