Developing Computational Thinking Ability Based on Design-Based Learning Activities Cooperated with STEAM Education

Abstract

The purpose of this action research was to develop Grade 11 students' computational thinking ability on the mechanical properties of substances (fluid) to pass the criteria of 70 percent by using Design-Based Learning Activities Cooperated with STEAM Education. This research was action research of 3 cycles operational. The target group consisted of 26 students in Grade 11 at a school in Mahasarakham province by purposive sampling. The research instruments in this study were 1) the 9 Design-Based Learning Activities Cooperated with STEAM Education lesson plans on the topic of the mechanical properties of substances (fluid) with 12 hours of learning, 2) the 3 sets of computational thinking ability tests, comprising 2 scenarios each, and 3) student interviews. The data was analyzed by using mean, percentage, and standard deviation.

       The research presented that the 1st operational cycle found 5 students had a score of computational thinking abilities that passed the criteria of 70 percent, representing 19.23 percent. The 2nd operational cycle, developed and improved problems from the 1st operational cycle, found 13 students had a score of computational thinking abilities that passed the criteria of 70 percent, representing 92.31 percent. The 3rd operational cycle, developed and improved problems from the 2nd operational cycle, found 24 students had a score of computational thinking abilities that passed the criteria of 70 percent, representing 92.31 percent. In summary, students who participated in design-based learning activities cooperated with STEAM education had developed computational thinking abilities. Thus, the design-based learning activities cooperated with STEAM education can enhance the computational thinking abilities of the target students.