Enhancing students' learning of the human nervous and endocrine system concepts through unplugged computational thinking approach

Abstract

BackgroundThe topic of the human nervous and endocrine systems involves abstract and complex biological concepts and processes that students may not directly observe or experience. This situation requires teaching the nervous system with a more innovative instructional approach that aligns with the nature of the subject. One of these innovative teaching approaches is Computational Thinking (CT)-integrated science teaching.PurposeThe aim of this study is to integrate CT components into the topic of the nervous and endocrine systems to help students better understand the concepts and processes regarding these systems.Design and methodsIn this study, a quasi-experimental design, a pre-test post-test control group model, was implemented. In the experimental group, unplugged CT integration was provided. In the control group, a student-centered approach based on the constructivist philosophy was used in line with the existing science curriculum.SampleThe study involved a total of 60 sixth-grade students and was conducted over three weeks, covering 12 lesson hours.ResultsAs a result, the unplugged CT activities implemented in the experimental group significantly improved students' conceptual learning about the nervous and endocrine systems compared to the control group.ConclusionsThus, this study has shown that the integration of CT in the teaching of science topics, which are abstract, complex, difficult to understand, and involve inter-system relationships and sequential processes, can enhance conceptual learning. Furthermore, the present study provides researchers and practitioners with valuable insights and details on the integration of the unplugged CT approach into science topics.