Developing Computational Thinking: Design-Based Learning and Interdisciplinary Activity Design

Abstract

As research progresses, integrating computational thinking (CT) and designing interdisciplinary activities to teach various disciplines have gradually emerged as new ideas and important ways to develop the CT of students. This paper introduces the concept of design-based learning (DBL) and analyzes the internal connections between DBL and CT teaching. In this study, an interdisciplinary activity design model was constructed based on an analysis of existing design-based scientific cycle models and research into STEAM education, which is an approach to learning that uses science, technology, engineering, the arts, and mathematics as access points for guiding student inquiry, dialogue, and critical thinking. Next, specific activities with a focus on CT were designed to teach graphical programming to fifth grade students using Scratch. This quasi-experimental research was carried out to test the promotion effects of interdisciplinary activity design and traditional programming activities on the CT of students. Finally, the results showed that the proposed interdisciplinary activity design could develop the CT levels of students more effectively than traditional programming activities.

Keywords

• computational thinking
• design-based learning
• interdisciplinary activity design
• graphical programs