| dc.description.abstract | Computational thinking is an indispensable ability in this era, and computational modeling can effectively help students cultivate computational thinking, and the use of scaffolding assisted system or instructional design can also help students build computational models, and make them become an independent person with self-learning ability. Therefore, this study designed a course of computational modeling system and computational thinking guidance with scaffolding assisted and visual-based programming interface, collected the modeling process of 17 sophomores in the computational modeling activity with scaffolding assisted. The quantitative analyses, qualitative analyses, and Pearson Correlation analyses were conducted to answer research questions. Pearson product moment correlation analyses are used to clarify the relationship between the students′ observation performance of simulation details and the learning effect of computational thinking concepts with the help of scaffolding and the behavioral characteristics in modeling, and to explore the influence of computational modeling activities with the help of scaffolding on the students′ computational thinking concepts.
The results show that the scaffolding assisted computational modeling can help students understand the concept of computational thinking. In addition, whether students can describe the simulation details carefully with scaffolding assisted will affect their performance in building the computational model, and students’ abilities to develop more comprehensive computational models were correlated with the abilities to describe a time-varying dynamic system, the conversion between mathematics and engineering concepts, and the abilities to recognize event patterns. Finally, the problems encountered in the experiment and the improvements that can be made in the future experiment are proposed, such as adding function labels in the system to help students understand the system architecture and a certain degree of error correction tools to assist students, Moreover, different levels of scaffolding assistance can be given to students at different levels, and teachers can also give more help to students who can not describe the simulation details carefully at the initial stage. | en_US |