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Developing Eighth-Grade Students’ Computational Thinking with Critical Reflection

Author

Listed:
  • Zhenzhen He

    (School of Information Technology in Education, South China Normal University, Guangzhou 510631, China)

  • Xuemei Wu

    (School of Information Technology in Education, South China Normal University, Guangzhou 510631, China)

  • Qiyun Wang

    (National Institute of Education, Nanyang Technological University, Singapore 639798, Singapore)

  • Changqin Huang

    (Key Laboratory of Intelligent Education Technology and Application of Zhejiang Province, Zhejiang Normal University, Jinhua 321004, China)

Abstract

As computer science has become a vital power in facilitating the rapid and sustainable development of various fields, equipping everyone with computational thinking (CT) has been recognized as one of the core pillars supporting the sustainable development of individuals and our digital world. However, it remains challenging for secondary school students to assimilate CT. Recently, critical reflection has been proposed as a useful metacognitive strategy for regulating students’ thinking to solve current and future problems. In this study, a quasi-experiment was conducted to investigate the role of critical reflection in advancing eighth-grade students’ CT. The participants were 95 eighth-grade students, comprising an experimental group ( n = 49) and a control group ( n = 46). The students’ CT was evaluated based on their learning performance in computational concepts, computational practices, and computational perspectives. The results showed that critical reflection, compared with traditional instruction from teachers, could significantly advance eighth-grade students’ CT. Interestingly, the two groups showed significantly different learning performance in computational practices during the learning process. Furthermore, interaction with peers and instructors played an essential role in helping students engage as active agents in critical reflection. The results of this study emphasize the need to develop students’ CT by practicing critical reflection in eighth-grade education.

Suggested Citation

  • Zhenzhen He & Xuemei Wu & Qiyun Wang & Changqin Huang, 2021. "Developing Eighth-Grade Students’ Computational Thinking with Critical Reflection," Sustainability, MDPI, vol. 13(20), pages 1-21, October.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:20:p:11192-:d:653419
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    References listed on IDEAS

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    1. Morris Siu-Yung Jong & Jie Geng & Ching Sing Chai & Pei-Yi Lin, 2020. "Development and Predictive Validity of the Computational Thinking Disposition Questionnaire," Sustainability, MDPI, vol. 12(11), pages 1-17, May.
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    Cited by:

    1. Yingchun Liu & Zhuojing Ni & Shimin Zha & Zhen Zhang, 2022. "Exploring the Development of Student Teachers’ Knowledge Construction in Peer Assessment: A Quantitative Ethnography," Sustainability, MDPI, vol. 14(23), pages 1-18, November.
    2. Hsi-Hung Peng & Astrid Tiara Murti & Lusia Maryani Silitonga & Ting-Ting Wu, 2023. "Effects of the Fundamental Concepts of Computational Thinking on Students’ Anxiety and Motivation toward K-12 English Writing," Sustainability, MDPI, vol. 15(7), pages 1-16, March.

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