Please use this identifier to cite or link to this item:
Action Research of Computational Thinking Integrated into Civics and Society Curriculum of Inquiry and Practice in a Senior High School
computational thinking test
inquiry and practice
This purpose of this study was to explore the perspectives of the students through computational thinking framework for the 11th-grade students, and it was hoped to provide some suggestions concluded as reference for further application and research. The study employed the action research approach, and gathered data through participatory observation, interviews, surveys and document analysis. The data included student worksheets, teacher’s class videos and teaching journals and class observation records, along with student feedback sheets and interview records. The researcher designed a lesson plan for teaching computational thinking. The participants were 37 11th-grade students in the senior high school where the researcher taught. Based on the action research results, the major findings for this study were as follows: First, this curriculum enabled students to develop positively computational thinking. Second, the high school students had positive attitude towards the computational thinking integrated into the course. Also, the development of instruction based on computational thinking was in line with instructional objectives of the course. Class management and curriculum design was student-centered, and the teacher provided scaffolding and support to make the curriculum better. Finally, based on these findings, the researcher provided solutions regarding the problems and difficulties that were encountered during the research process and made some suggestions about curriculum design of computational thinking for future researchers.
|Appears in Collections:||學位論文|
Files in This Item:
There are no files associated with this item.
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.