Enhancing Computational Thinking of Deaf Students Using STEAM Approach
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| Veröffentlicht in: | Education Sciences vol. 15, no. 5 (2025), p. 627 |
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| 024 | 7 | |a 10.3390/educsci15050627 |2 doi | |
| 035 | |a 3211936492 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a 231457 |2 nlm | ||
| 100 | 1 | |a Kaewkamnerd Saowaluck |u National Electronics and Computer Technology Center, NSTDA, Pathum Thani 12120, Thailand | |
| 245 | 1 | |a Enhancing Computational Thinking of Deaf Students Using STEAM Approach | |
| 260 | |b MDPI AG |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a Computational thinking (CT), an interrelation of skills and practices, is a crucial competency that empowers individuals to tackle logical problems, enabling them to overcome various challenges in their daily lives. To help Deaf students (those with hearing loss and using sign language for communication) enhance their CT, a STEAM learning program using a physical computing tool is proposed. The learning program composes four courses: learning concepts, implementing concepts, finding solutions to real problems and developing innovations. The program engaged Deaf students from 18 Deaf schools. It is geared towards boosting students’ CT and facilitating their capacity to devise technology-based solutions. The program measured students’ CT effectiveness based on the CT framework: concepts, practices, and perspectives. The measurement encompassed multiple-choice assessments for CT concepts, task rubrics for CT practices, and interview and invention observations for CT perspectives. The program concludes with participating in a science project competition, using a physical computing tool, called KidBright, to solve real-world issues by integrating science, mathematics, and art. After completing the learning program, Deaf students demonstrated an improved understanding of CT concepts, performing high-level CT practices, and expressing strong CT perspectives. These indicate that a STEAM learning program utilizing a physical computing tool can help Deaf students enhance their computational thinking. | |
| 653 | |a Problem solving | ||
| 653 | |a Teaching | ||
| 653 | |a Students | ||
| 653 | |a Computer science | ||
| 653 | |a Mathematics education | ||
| 653 | |a STEM education | ||
| 653 | |a Automation | ||
| 653 | |a Python | ||
| 653 | |a Robotics | ||
| 653 | |a Technology education | ||
| 653 | |a Science education | ||
| 653 | |a Science teachers | ||
| 653 | |a Engineering | ||
| 653 | |a Learning | ||
| 653 | |a Literacy | ||
| 653 | |a Deafness | ||
| 653 | |a Multiple choice | ||
| 653 | |a Language Skills | ||
| 653 | |a Nonverbal Communication | ||
| 653 | |a Influence of Technology | ||
| 653 | |a Creative Thinking | ||
| 653 | |a Learning Strategies | ||
| 653 | |a Computer Science Education | ||
| 653 | |a Educational Technology | ||
| 653 | |a Art Expression | ||
| 653 | |a Engineering Technology | ||
| 653 | |a Middle Schools | ||
| 653 | |a Educational Theories | ||
| 653 | |a Creative Activities | ||
| 653 | |a Computer Assisted Instruction | ||
| 653 | |a Coding | ||
| 653 | |a Programming Languages | ||
| 653 | |a Engineering Education | ||
| 653 | |a Reading Rate | ||
| 653 | |a Mathematical Concepts | ||
| 653 | |a Learner Engagement | ||
| 653 | |a Educational Strategies | ||
| 653 | |a Algorithms | ||
| 700 | 1 | |a Suwannarat Alisa |u National Science and Technology Development Agency, Pathum Thani 12120, Thailand; alisa.suw@nstda.or.th | |
| 773 | 0 | |t Education Sciences |g vol. 15, no. 5 (2025), p. 627 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3211936492/abstract/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text + Graphics |u https://www.proquest.com/docview/3211936492/fulltextwithgraphics/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3211936492/fulltextPDF/embedded/6A8EOT78XXH2IG52?source=fedsrch |