Current DT pedagogy is not appropriate for attracting STEAM talents and developing computational thinking ability. This study was designed to develop students’ learning achievement and computational thinking abilities by using a Design Thinking (DT) - Conceive-Design-Implement-Operate (CDIO) engineering design framework in a flipped web programming course. The participants were 41 students (males=17, females=24) coming from a Taiwan University. All of the students (20–21 years old) had e-learning-related backgrounds in a teacher’s college. The experiment was conducted for 14 weeks. The flipped learning and flipped DT-CDIO course each had a total teaching time of 6 weeks, and the midterm exam and final exam each took one week. We used a questionnaire and formative assessment to examine the students’ computational thinking ability and learning achievement before and after the course was applied. The results showed the students significantly improved their learning achievement and computational thinking ability. There were no significant gender differences in learning achievement. Some gender differences could be seen in some dimensions of CT ability. This study shows that the DT-CDIO framework brings many benefits to promote interdisciplinary learning by attracting STEAM talent and providing evidence to support the importance of flipped web programming courses.

Authors:
Po-Sheng Chiu, National Chiayi University, Taiwan
Hua-Xu Zhong, National Cheng Kung University, Taiwan
Chih-Yu Hou, National Chiayi University, Taiwan

About the Presenter(s)
Professor Po-Sheng Chiu is a University Associate Professor/Senior Lecturer at Department of E-learning Design and Management in Taiwan

See this presentation on the full schedule – Wednesday Schedule

Bookmark