Influence of programming education modalities on the computational thinking in young children: A comprehensive review and meta‐analysis.
Background: The pedagogy of computational thinking has gained extensive traction across numerous nations globally, with a particular emphasis on nurturing computational thinking in the formative years of early childhood. Nevertheless, the efficacy of diverse instructional approaches in the domain of...
| Publicado en: | Journal of Computer Assisted Learning Vol. 40; no. 5; pp. 2385 - 2398 |
|---|---|
| Autores principales: | , , , , , |
| Formato: | research systematic review tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Oct2024
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=181038802&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 181038802 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Oct2024 vid: 40 iid: 5 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 181038802 178266821 181038802 181038802 10.1111/jcal.13038 181038802 ppf: 2385 ppct: 13 formats: tig: atl: Influence of programming education modalities on the computational thinking in young children: A comprehensive review and meta‐analysis. aug: au: Wei, Yonggang Wang, Lu Tang, Yi Su, Junyue Lei, Yaxian Peng, Wanran affil: Chongqing Early Childhood Education Quality Monitoring and Evaluation Research Center, Chongqing Normal University, Chongqing, China sug: subj: Computer-Assisted Instruction Problem Solving In Infancy and Childhood Learning Methods Skill Acquisition Thinking Human Male Female Systematic Review Meta Analysis Programmed Instruction Reference Databases, Health Descriptive Statistics Data Analysis Software Child, Preschool Child Algorithms Funding Source Coding Robotics Games Cognition Child, Preschool: 2-5 years Child: 6-12 years Male Female ab: Background: The pedagogy of computational thinking has gained extensive traction across numerous nations globally, with a particular emphasis on nurturing computational thinking in the formative years of early childhood. Nevertheless, the efficacy of diverse instructional approaches in the domain of programming education, with regards to fostering the advancement of computational thinking abilities in young children, remains a subject of ongoing debate. Objectives: The primary aim of this research is to evaluate the efficacy of programming education in fostering computational thinking skills in young children. The central focus revolves around a meticulous exploration of the influence exerted by diverse modalities of programming education on the cultivation of computational thinking abilities in early learners. Methods: A total of 32 empirical studies were incorporated into the analysis. Out of these, 77 effect sizes were deemed to meet the predefined inclusion criteria for the present study. The statistical analysis was executed utilizing Stata version 17.0 software. Results and Conclusions: The acquisition of programming skills can enhance the advancement of computational thinking in young children (Hedges's g = 0.49, 95% confidence interval [0.40, 0.58]), thereby yielding a moderate effect. When considering the triad of programming education modalities, it becomes evident that graphical programming surpasses both tangible programming and unplugged programming in terms of its efficacy in fostering the growth of computational thinking in young learners. Implications: The foregoing contributes significantly to the systematic cultivation and augmentation of computational thinking skills in young children. It establishes a foundational framework for early childhood educators and instructional tool designers to effectively and purposefully impart programming knowledge to children. Lay Description: What is already known about this topic?: Computational thinking represents a fundamental skill that should be universally acquired, with the cultivation of this cognitive capacity during early childhood deemed an indispensable prerequisite for one's future endeavours.The influence of programming education on the development of computational thinking in young children is a multifaceted outcome, arising from an intricate interplay of various factors.The practical implementation of computational thinking within preschool education remains at an exploratory stage, beset by numerous challenges. What this paper adds?: Programming education moderately fosters the advancement of computational thinking in young children.Different types of programming education have varying effects on the computational thinking of young children.Graphical programming emerges as a superior modality for fostering computational thinking in young children. Implications for practice and/or policy: The strategic utilization of programming education modalities tailored to the unique learning styles and developmental characteristics of children emerges as a strategically advantageous approach for nurturing the advancement of their computational thinking abilities.Programming education for preschoolers is inherently intertwined with the indispensable support and expert guidance provided by educators and other professionals. pubtype: Academic Journal doctype: meta analysis research systematic review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|