Effects of Conceptual Scaffolding and Procedural Scaffolding on Students'Computational Thinking in an Artificial Intelligence Course
Exploring the role of different types of scaffolding in cultivating computational thinking can provide scientific and effective instructional support for students.This study designed conceptual and procedural scaffolding,using a quasi-experimental method to conduct a six-week teaching experiment with 63 third-grade students.Epistemic network analysis and lag sequence analy-sis were used to explore the effect of these two scaffolds on elementary students'computational thinking.Through cognitive network and lag sequential analysis,it was found that the conceptual scaffolding group mainly focused on abstraction and debugging,while the procedural scaffolding group involved more diverse elements,with decomposition,debugging,and iteration closely connected.The conceptual scaffolding group showed two significant paths:"decomposition → abstraction → debugging"and"algorithm → iteration→ algorithm",while the procedural scaffolding group formed a complete path from problem decomposition to iterative optimization.The study offers valuable insights for researchers and practitioners in designing AI curricula for primary education.
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维普
