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International Conference on Blended Learning

ICBL 2017: Blended Learning. New Challenges and Innovative Practices pp 177–186Cite as

Construction of the 3L5G Task-Driven Instructional Model: Fostering Computational Thinking of Junior High School Students in an Application Software Course

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Part of the book series: Lecture Notes in Computer Science ((LNTCS,volume 10309))

Abstract

The focus of this research is to develop and verify the 3-level-5-guidance (3L5G) Task-driven Instructional Model aimed at fostering Computational Thinking (CT) of junior high school students in an application software course. As one of the most popular pedagogies in Informational Technology (IT) instruction, the task-driven learning approach is receiving increasing attention as it facilitates the development of CT among junior high school students. Instructional problems existed in task-driven learning applications as well as the status quo of the development of CT in IT courses were reviewed through document analysis. After the development of the framework of CT in application software learning, an empirical investigation was conducted to develop and refine the 3L5G Task-Driven Instructional Model from the perspective of task levels and cognitive guidance guiding. This investigation was conducted over two iterations of an action research effort with 8th-grade students of a public junior high school in Guangzhou. The model was verified through a practical study with students (N = 301) from two junior high schools in Guangzhou, China.

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Acknowledgment

Fund project: Education scientific research project of “Twelfth Five Year Plan” in Guangzhou “research on the instructional model supported by the instant assessment technology” in 2015 (NO. 1201532733)

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Authors and Affiliations

  1. Baoyuzhi Primary School, Haizhu District, Guangzhou, China

    Yi Fan

  2. South China Normal University, Guangzhou, China

    Xiaotong Yang

Authors
  1. Yi Fan
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  2. Xiaotong Yang
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Corresponding author

Correspondence to Xiaotong Yang .

Editor information

Editors and Affiliations

  1. The Open University of Hong Kong , Hong Kong, Hong Kong

    Simon K.S. Cheung

  2. City University of Hong Kong , Hong Kong, China

    Lam-for Kwok

  3. Hong Kong Shue Yan University , Hong Kong, Hong Kong

    Will W.K. Ma

  4. The Open University of Hong Kong , Hong Kong, Hong Kong

    Lap-Kei Lee

  5. State University of New York at Oswego , Oswego, New York, USA

    Harrison Yang

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© 2017 Springer International Publishing AG

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Fan, Y., Yang, X. (2017). Construction of the 3L5G Task-Driven Instructional Model: Fostering Computational Thinking of Junior High School Students in an Application Software Course. In: Cheung, S., Kwok, Lf., Ma, W., Lee, LK., Yang, H. (eds) Blended Learning. New Challenges and Innovative Practices. ICBL 2017. Lecture Notes in Computer Science(), vol 10309. Springer, Cham. https://doi.org/10.1007/978-3-319-59360-9_16

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  • DOI: https://doi.org/10.1007/978-3-319-59360-9_16

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-59359-3

  • Online ISBN: 978-3-319-59360-9

  • eBook Packages: Computer ScienceComputer Science (R0)

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