Promoting Students’ Computational Thinking by Using an Instruction Media Innovation from Old Tablet with Microcontroller Board in a Classroom Taught by Open Approach

Abstract

The purposes of this study were to 1) study teaching practices that promote students’ computational thinking through the use of innovative instructional media made from old tablets combined with microcontroller boards in an classroom taught by open approach, and 2) study the results of assessing students’ problem-solving skills on computational thinking aspect. The target group consisted of a lesson study team of 10 teachers and 22 third-grade students from a small public elementary school in Phitsanulok during the first semester of the 2023 academic year. This study employed a mixed-methods research design. The instruments used included 1) an innovative instructional media made from old tablets combined with microcontroller boards, 2) a form evaluating the students’ problem-solving skills on computational thinking aspect, 3) teacher field notes, 4) lesson plans, 5) video recordings, 6) audio recordings, and 7) photographs. The data were analyzed using content analysis, video protocol analysis, and percentage calculations, followed by descriptive analysis and bar chart presentations. The results showed as follows: 1. The teaching practices for promoting students’ computational thinking comprised that the teachers place emphasis on using open-ended problems that are relevant to students’ real-life contexts. These were integrated with innovative instructional media to encourage students to apply computational thinking in collaborative problem-solving with their peers. Teachers played a key role in exploring students' computational thinking for ranking and connect it to the process of whole-class discussions, and making comparisons involving sequences, events, conditionals, and loops. These were supported through questioning, discussion, and the use of the innovative instructional media, leading to meaningful and sustainable learning outcomes aligned with lesson objectives. 2. The assessment results indicated a significant improvement in students’ problem-solving skills on computational thinking aspect. Specifically, understanding of sequences increased from 18% to 30%, events from 17% to 29%, conditionals from 18% to 30%, and loops from 3% to 45%.