Study on The Development of Computational Thinking Decomposition Strategies for Senior Primary Students

Abstract

As an important component of Computational Thinking, the decomposition strategy has attracted the attention of researchers, but few studies have explored how the decomposition strategy itself is formed and developed. In this study, we carry out thematic-based programming teaching for senior primary school students. The research is divided into four stages: pre-test, exercise, post-test, and migration. We use Microgenetic Design to repeatedly and deeply observe and records' programming learning activities in four stages, and conduct interviews and students, so as to analyze the development path and migration of students' decomposition strategies. The research results show that the decomposition ability of senior primary school students can be improved in programming learning, and the overall performance is that advanced strategies gradually replace low-level strategies. However, this process varies from person to person and is not a linear development, and there may be other influencing factors that lead to the return of low-level strategies.