Wan Chong Choi, Iek Chong Choi, Chi In Chang
Corresponding email: [email protected]
A B S T R A C T
In the twenty-first century, programming courses have become integral to primary school education worldwide, emphasizing the importance of computational thinking. However, research on computational thinking within programming courses has primarily focused on text-based programming languages, particularly at the secondary and higher education levels. There has been a lack of research on the influence of block-based programming languages on computational thinking in primary school. To fill this research gap, our study investigated the impact of the flipped classroom approach combined with block-based programming tools on developing computational thinking in primary school students in Macao. Over nine weeks, 20 third-grade students engaged with mBlock and Codey Rocky programmable hardware, with pretest and posttest assessments using the Programming Computational Thinking Scale (PCTS). Results indicated significant improvements in Computational Concepts and Computational Practices, though changes in Computational Perspectives were not statistically significant. Moreover, the Pearson correlation tests showed strong positive correlations among the dimensions of computational thinking and programming achievement. The findings demonstrated the flipped classroom approach, which emphasizing student-centered learning and active participation, effectively enhanced computational thinking skills. This study provided valuable insights for educators and curriculum developers aiming to improve programming education and computational thinking in primary schools, highlighting the potential of innovative teaching methods to meet twenty-first century educational needs. Using block-based programming tools combined with the flipped classroom approach offers a promising avenue for developing comprehensive computational thinking skills in young learners, ensuring they are better prepared for future technological challenges.