The Students' Perspective on Computational Thinking through Flipped Classroom in K-12 Programming Course

Programming integration into K-12 curricula has become increasingly important in the rapidly evolving educational landscape. Recognizing the need to develop computational thinking among young learners, this study investigated the impact of the flipped classroom approach on computational thinking in K-12 programming courses in Macao, focusing on primary school students' experiences with block-based programmable hardware. Employing a mixed methods research design, it combined quantitative and qualitative analyses to examine how flipped classroom activities-centered around student engagement with material through e-books, videos, and interactive classroom tasks-affected students' understanding and application of computational concepts, practices, and perspectives. Quantitative data were collected using the Programming Computational Thinking Scale (PCTS), and qualitative insights were gathered through semi-structured interviews. The results indicated significant improvements in students' computational concepts and practices, attributed to the advantages of self-study and a stratified approach to task complexity. However, advancements in computational perspectives were less pronounced, highlighting the need for more opportunities for students to refine their presentation skills. The study concluded that the flipped classroom approach, especially with tools like mBlock and Codey-Rocky, effectively nurtured computational thinking in primary school programming courses. It underscored the importance of innovative teaching methods in enhancing students' ability to apply programming concepts in problem-solving and suggested areas for further improvement in educational practices.