부산대학교 도서관

The programming was incorporated in the 12-year Compulsory Education to strengthen students' computational thinking ability and then effectively solve the daily living and learning problems. However, for non-computer science students, it is hard to implement interdisciplinary programming based on their experiences of problem-solving using Computational Thinking (CT). It is also difficult for teachers to discover the blind spots in learners' CT process. In this study, the participants were 216 first-grade students at five-year junior college. The core idea of this study is to guide students to decompose assigned tasks into recognizable goals. First, we provided them with corresponding targets as a scaffold to reduce students' cognitive load of learning. Furthermore, we also applied the thinking-aloud approach to discover the blind spots in students' CT process, gradually strengthening students' task recognition and induction ability, constructing the algorithmic thinking, and then the students' interdisciplinary practical programming ability. Assessments were conducted by using the Scratch authentic learning and assessment system. The research results show that: 1. Implemented teaching approach leads to significantly better learning performance in the mid-and post-test than the control group. 2. The mid-test result of the experimental group was significantly better than the mid-test and post-test of the control group. Finally, the strategy of course planning for interdisciplinary CT and programming ability is suggested.