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

  • Yi Fan
  • Xiaotong YangEmail author
Conference paper
Part of the Lecture Notes in Computer Science book series (LNCS, volume 10309)


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.


Task-driven learning Computational thinking Junior high school 



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)


  1. 1.
    Computer Teaching & Research Committee in Primary and Middle Schools in Guangzhou. Research on the IT course types in primary and middle schools. In research on the instructional model and course types of IT courses in primary and middle schools. New century, Guangzhou (2002)Google Scholar
  2. 2.
    Wing, J.M.: Computational thinking. Commun. ACM 49(3), 33–35 (2006)CrossRefGoogle Scholar
  3. 3.
    Fan, Y.: Focusing on thinking, action research on optimizing the multimedia products teaching in high school IT courses. J. China Educ. Inf. 5, 30 (2011)Google Scholar
  4. 4.
    Royal Society. Shut Down or Restart: The Way Forward for Computing in UK Schools.
  5. 5.
    Barr, V., Stephenson, C.: Bringing computational thinking to K-12: what is involved and what is the role of the computer science education community? ACM Inroads 2, 48–54 (2011)CrossRefGoogle Scholar
  6. 6.
    Yang, N.C.: Investigation on algorithm and programming teaching in senior IT teaching. Master’s thesis. Shanghai Normal University, Shanghai (2013)Google Scholar
  7. 7.
    Holbert, N.R., Wilensky, U.: Racing games for exploring kinematics: a computational thinking approach. In: Paper Presented at the Annual Meeting of the American Educational Research Association, New Orleans, Louisiana (2011)Google Scholar
  8. 8.
    Dong, J.F.: Research on the task-driven in IT courses in primary and middle schools. J. China Educ. Inf. 10, 28–31 (2007)Google Scholar
  9. 9.
    Qian, X.J., Ma, Y.J.: Comments on task-driven learning. J. China Educ. Technol. 9, 35–36 (2002)Google Scholar
  10. 10.
    Guo, S.Q.: The nature of task-driven pedagogy. J. China Educ. Technol. 7, 57–59 (2006)Google Scholar
  11. 11.
    Tao, Z.Z.: Task-driven facilitating self-study: an introduction of the senior school elective courses textbook computer courses for windows. J. Curriculum Textbook Pedagogy 8, 48 (1998)Google Scholar

Copyright information

© Springer International Publishing AG 2017

Authors and Affiliations

  1. 1.Baoyuzhi Primary SchoolHaizhu District, GuangzhouChina
  2. 2.South China Normal UniversityGuangzhouChina

Personalised recommendations