In this episode I unpack Chongo, Osman, and Nayan’s (2021) publication titled “Impact of the plugged-in and unplugged chemistry computational thinking modules on achievement in chemistry,” which investigated achievement outcomes between a chemistry unit in three groups: 1) chemistry classes integrated with Scratch projects, 2) chemistry classes integrated with both unplugged and Scratch projects, and 3) chemistry classes with no focus on computational thinking.

Click here for this episode’s show notes.

How to Get Started with Computer Science Education

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00:00 Intro

00:27 Abstract

01:55 My single sentence summary

02:51 Caveat

03:20 Paper introduction

04:53 Literature review

05:48 Design

07:23 Findings

11:12 Lingering questions and thoughts

11:15 Was PBL the reason why the plugged-in group scored higher?

11:46 What would we find if we investigated the impact on interest to further study the subject area?

12:08 How would the findings change with different chemistry units?

12:31 Why do you think a combination of plugged-in and unplugged activities scored lower than plugged-in only?

14:12 Outro