2021
DOI: 10.1080/10494820.2021.1983610
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The determinants of impact of personal traits on computational thinking with programming instruction

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Cited by 12 publications
(6 citation statements)
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“…It has been found that self‐reflection can improve students' ability to regulate and thus improve their problem‐solving skills (Panaoura, 2012). In addition, developing a learning plan, monitoring the learning process, evaluating and reflecting can stimulate students' metacognition (Ouyang et al, 2022), which is significantly positively related to computational thinking (Şen, 2022) and therefore contributes to improving students' computational thinking (Liu et al, 2021; Liu & Liu, 2020).…”
Section: Discussionmentioning
confidence: 99%
“…It has been found that self‐reflection can improve students' ability to regulate and thus improve their problem‐solving skills (Panaoura, 2012). In addition, developing a learning plan, monitoring the learning process, evaluating and reflecting can stimulate students' metacognition (Ouyang et al, 2022), which is significantly positively related to computational thinking (Şen, 2022) and therefore contributes to improving students' computational thinking (Liu et al, 2021; Liu & Liu, 2020).…”
Section: Discussionmentioning
confidence: 99%
“…On successful completion of such a teaching procedure, various programming environments can be used in terms of supporting students' CT skills development and affect positively their motivation to learn how to code by cultivating their cognitive thinking skills (problem‐solving, abstract reasoning, critical thinking, logical, and analytical reasoning creativity) for the main problem decomposition in sub‐parts and data representation (Grover & Pea, 2013; Tsarava et al, 2022). In the same vein, students seek to investigate any proposed solution plan and evaluate its appropriateness in coding to “verify” their cognitive thinking correctness in real‐world problem‐solving contexts using CT practices related to abstraction, pattern recognition, decomposition of the main problem in sub‐parts, data representation, coding and debugging of a programme as a proposed solution plan for solving all of its sub‐parts properly (Liu et al, 2021; Lye & Koh, 2014).…”
Section: Introductionmentioning
confidence: 99%
“…Consequently, students tend to design and create simple or limited‐purpose computing innovations using only “drill‐and‐practice” and/or “trial‐and‐error” approaches to integrate programming constructs combined with instructions. This process cannot lead students to have positive emotions in problem‐solving contexts, but negative ones, like boredom and anger, which are associated with mental fatigue induced by prolonged cognitive overload (Liu et al, 2021; Sun et al, 2021). It may also impact negatively students' cognition (knowledge acquisition and beliefs), as well as their academic performance and learning gain for programming courses (Boom et al, 2022; Witherspoon et al, 2017).…”
Section: Introductionmentioning
confidence: 99%
“…How to effectively foster students’ CT skills has become a key point in educational research in recent years. Visual programming is one of the common tools for fostering K-12 students’ CT skills; it is helpful for training students’ mathematical thinking, critical thinking, creativity, and algorithmic thinking ( Liu et al 2021 ; Luo et al 2020 ; Rodríguez-Martínez et al 2019 ; Wong and Cheung 2020 ). Robot programming activities in STEM education are an effective teaching strategy, as they can deepen students’ comprehension of scientific concepts, improve students’ learning interest, and cultivate their creativity, critical thinking, communication, and collaboration skills ( Boya-Lara et al 2022 ; Jaipal-Jamani and Angeli 2017 ; Üçgül and Altıok 2022 ).…”
Section: Introductionmentioning
confidence: 99%