Development and transfer of computational thinking through context-based programming learning in secondary school

Abstract

Computational thinking (CT), recognized as a new cross-disciplinary literacy in the 21st century, has become a vital motivator to bring computer science into K-12 schools. Many initiatives have been witnessed in an increasing number of countries to incorporate CT-related content in the K-12 core curriculum. While numerous research on CT has mainly focused on the knowledge base, development strategies, and assessment methodologies, there is a dearth of research to explore learning outcomes transferred from CT in areas beyond computer science. Research examining the influence of motivational and attitudinal factors on the development and transfer of CT is also sparse. Transfer describes the process that learning in one context impacts performance in another context. Previous research has proposed various theories to account for the conceptualization and mechanism of transfer, which complicate the promotion of transfer in CT education. Moreover, context-based learning, in which students learn through real-life examples and practical experience, has shown its advantage in facilitating students’ cognitive and motivational performances in science learning. Therefore, the general aim of this study is to investigate the effect of a context-based programming learning approach on the development and transfer of CT. This study draws on the situated learning theory as the theoretical foundation to describe students’ learning and transfer process and guide the instructional design. The participants were high school students aged 15 to 17 (Grade 10-11) in China. The study comprises three sub-studies. Study 1 sought to examine the influence of students’ perception of CT on their motivation and performance in CT, using a multigroup structural equation modeling analysis. Results indicate that students’ positive perceptions of CT were significantly related to their motivation to learn and their CT performance. Study 2 used a six-week experimental study to investigate the influence of a context-based programming learning approach on the development of CT and its transfer in science subjects. One hundred and forty-nine students were involved in the experiment. Results suggest that the context-based learning approach positively influenced the development of CT and facilitated the transfer of CT in science subject domains. Study 3 explored students’ CT perception formation after the intervention and the transfer process of how CT influenced their learning of science through qualitative interviews with fifteen students. Results reveal that positive perceptions were cultivated during the intervention, and students demonstrated the understanding and cognition of science learning in various complexity levels aided by the development of CT. In summary, this study indicates that the development and transfer of CT can be promoted through context-based programming learning for secondary school students. This study contributes to the development of CT education by offering empirical evidence and pedagogical solutions for the transfer of CT across domains. A framework describing the transfer of CT from three dimensions, theoretical tenets, instructional strategy, and evaluation methodology, is presented to inform future research. Theoretical and practical implications, limitations, and future research directions are also discussed.