Abstract
Using unplugged coding activities to promote computational thinking (CT) among secondary learners has become increasing popular. Benefits of using unplugged coding activities involve the cost-effective implementation, the ability to promote computer science concepts and self-efficacy in learning computer programming, and the engaging nature of active learning through collaboration. However, there is insufficient information regarding qualitative investigation on how learners develop their CT skills while working on unplugged coding tasks. This study therefore developed unplugged coding activities using flowcharts for high school students to learn computer science concepts, and to promote their CT skills. The activities consisted of five missions encompassing the concepts of sequence, repetition, input & variable, condition, and loop with condition. The data collection was carried out with 120 high students whose participation was video recorded and observed. A thematic analysis revealed that patterns of CT development started from initially developed, to partially developed and fully developed stages, respectively. The various stages were derived from different abilities to apply the computer science concepts to complete the missions with different expressions of CT skills. In addition, the study proposed a 3S self-directed learning approach for fostering the CT development, composing of self-check (in pairs), self-debug (in pairs), and scaffolding. It is therefore suggested to use the 3S model integrated with the unplugged coding activities for developing CT among high school learners.
Highlights
The fully developed stage is where players can take a full advantage of the concepts and effectively complete the mission, as well as they can exhibit satisfactory characteristics of computational thinking (CT) skills
After using the 3S approach, the players can reach the fully developed pattern, shown in Figure 6(c), in which the players put the right commands with correct flowchart blocks
In terms of the unplugged coding activities using flowcharts, this study shows that the whole set of activities can potentially engage high school students in the learning materials
Summary
When it comes to the development of educational pedagogy in the 21st century, novel instructional approaches have been emphasised in the literature including STEM education (Changtong et al, 2020), hands-on activities (Pisanpanumas & Yasri, 2018), active learning (Setiawan et al, 2019), game-based learning (Pauline-Graf & Mandel, 2019), gamification (Zvarych et al, 2019), self-directed learning (Bourdeau et al, 2017), and unplugged coding (Threekunprapa & Yasri, 2020), to name a few. Thailand is no exception (Threekunprapa & Yasri, 2020) This is due to the fact that computational thinking (CT) has been regarded as an important skill for students in the 21st century where technological advancement and robotic applications take precedence (Bulus Kirikkaya & Basaran, 2019; Ertugrul-Akyol, 2019). It is important for learning computer science concepts and for solving everyday problems in digital workplaces (Sondakh et al, 2020). In other words, Aho (2012) defines CT as the
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