The Effects of Self‐Explanation on Secondary School Students' Computational Thinking and Programming Behaviour.
Background: Computational thinking (CT) refers to the ability to represent problems, design solutions and migrate solutions computationally. While previous studies have shown that self‐explanation can enhance students' learning, few empirical studies have examined the effects of using different self...
| Publicado en: | Journal of Computer Assisted Learning Vol. 41; no. 5; pp. 1 - 18 |
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| Autores principales: | , , , , |
| Formato: | pictorial research tables/charts randomized controlled trial Journal Article |
| Publicado: |
Wiley-Blackwell
Oct2025
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| Acceso en línea: | Ver este registro en EBSCOhost |