THE EFFECTS OF PHENOMENON-BASED LEARNING EXPERIENCE PROVISION ON COMPUTATIONAL THINKING SKILLS OF YOUNG CHILDREN
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Abstract
This article aimed to investigate the effects of phenomenon-based learning on the computational thinking skills of young children. The study involved 19 children aged 5-6 years from a kindergarten 2. The research tools include: 1) 24 phenomenon-based learning experience plans, with an overall average score of 4.50, indicating a very high level of appropriateness; 2) a computational thinking skills assessment for young children with 12 items, showing a content validity index (IOC) ranging from 0.67 to 1.00; and 3) a practical assessment of computational thinking skills in three scenarios, with an IOC ranging from 0.67 to 1.00. Data were analyzed using mean and standard deviation.
The results showed that young children who participated in phenomenon-based learning experiences demonstrated improvements in computational thinking skills compared to before the intervention. Their skills were rated as good, with the ability to analyze tasks or problems by breaking them down into smaller parts, identify key elements from details, recognize relationships or similarities, and design step-by-step processes for problem-solving.
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บทความทุกเรื่องได้รับการตรวจความถูกต้องทางวิชาการโดยผู้ทรงคุณวุฒิ ทรรศนะและข้อคิดเห็นในบทความวารสารบัณฑิตศึกษา มหาวิทยาลัยราชภัฏวไลยอลงกรณ์ ในพระบรมราชูปถัมภ์ มิใช่เป็นทรรศนะและความคิดของผู้จัดทำจึงมิใช่ความรับผิดชอบของบัณฑิตวิทยาลัย มหาวิทยาลัยราชภัฏวไลยอลงกรณ์ ในพระบรมราชูปถัมภ์ กองบรรณาธิการไม่สงวนสิทธิ์การคัดลอก แต่ให้อ้างอิงแหล่งที่มา
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