It is widely accepted that primary education is aimed to help children learn basic skills and build a solid foundation for their lifelong learning. Computational Thinking (CT) is a problem-solving approach that serves as a bridge between the creativity of the human brain and the efficiency of computational power. However, it can often be difficult for teachers to lead classes on computing science topics because they lack knowledge or experience of coding and the cognitive learning styles of young learners differ from those of adults. Project-based learning(PBL) methods have been proved to be effective in fostering students' computational thinking. In this paper, we propose a three-stage framework based on PBL methods: 1)pre-class preparation. We conduct a comprehensive assessment of students' learning styles and interests so as to group them accordingly. 2)in-class implementation. We encourage students to explore the driving question by engaging in scientific practices that intersect with CT by project selecting, decomposition, algorithm design, program debugging and evaluation. 3)post-class evaluation. we use cognitive tools to assist teacher and students in reviewing their learning process. We test our framework in the programming class of sixth-grade students and the results clearly demonstrate the effectiveness of our model on CT skills teaching. © 2024, The Education University of Hong Kong. All rights reserved.
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