Integrating Computational Thinking Into Scaffolding Learning: An Innovative Approach to Enhance Science, Technology, Engineering, and Mathematics Hands-On Learning
Abstract
Science, Technology, Engineering, and Mathematics (STEM) education is essential for developing future-ready learners in both secondary and higher education levels. However, as students transition to higher education, many encounter challenges with independent learning and research. This can negatively impact their Higher-Order Thinking Skills (HOTS), engagement, and practical expertise. This study introduces a solution: Computational Thinking Scaffolding (CTS) in the Jupyter Notebook environment, designed to enhance STEM education at the tertiary level. CTS incorporates five phases: Decomposition, Pattern Recognition, Abstraction, Algorithm Design, and Evaluation. Utilizing a quasi-experimental method, we assessed the impact of CTS on the HOTS, engagement, and practical skills of undergraduate and postgraduate students. Our findings hold substantial relevance for university educators, academic advisors, and curriculum designers aiming to enhance students’ HOTS and hands-on capabilities in STEM disciplines. The results validate the effectiveness of CTS in elevating tertiary STEM learning outcomes, and they spotlight the adaptability of the Jupyter Notebook as a valuable tool in higher education. In conclusion, our research underscores the merits of CTS for improving outcomes in higher STEM education and sets a benchmark for future endeavors in this domain.
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Integrating CT allows for breaking down problem-solving into more manageable phases.
“Integrating CT allows for breaking down problem-solving into more manageable phases (Lee et al. 2023).”
From Incorporating Computational Thinking Into Virtual Laboratories to Enhance Learning Motivation, Engagement, and Higher‐Order Thinking Skills (2025) · cites this paper as Lee et al. 2023
Integrating CT concepts into scaffolding on hands-on learning increases student engagement.
“A similar study investigated the integration of CT concepts into scaffolding on hands-on learning (Lee et al. 2023).Their results indicated that their instructional strategies effectively increased student engagement.”
From Incorporating Computational Thinking Into Virtual Laboratories to Enhance Learning Motivation, Engagement, and Higher‐Order Thinking Skills (2025) · cites this paper as Lee et al. 2023
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Self-citationZhang, L., Jiang, Q., Xiong, W., & Zhao, W. (2025) · Journal of Educational Computing Research · doi:10.1177/07356331251333874 · Cited by 15 · see citing works
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Self-citation
- Authors
- Lee, H.-Y., Wu, T.-T., Lin, C.-J., Wang, W.-S., & Huang, Y.-M.
- Affiliations
- National Cheng Kung University (TW)
- National Yunlin University of Science and Technology (TW)
- Corresponding author
- Huang, Yueh-Min
- Venue
- Journal of Educational Computing Research
- Publisher
- SAGE Publications
- Published
- 2023-11-08
- Volume
- 62
- Issue
- 2
- Pages
- 211-247
- ISSN
- 0735-6331 (ISSN-L)
- 1541-4140
- OpenAlex
- W4388536947
- Cited by
- 52
- References
- 6
- Citations by year
- 2026: 15 · 2025: 25 · 2024: 12
- FWCI
- 11.82
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Educational Computing Research (publishedVersion)
- Funders
- National Science and Technology Council (109-2511-H-006-011-MY3, 110-2511-H-006-012-MY3)
- Topics
- Physical Sciences › Computer Science › Computer Science Applications › Teaching and Learning Programming
- Social Sciences › Education › Education and Critical Thinking Development
- Social Sciences › Education › STEM Education
- Keywords
- computational thinking, scaffolding, Jupyter notebooks, higher-order thinking skills, STEM education, higher education, student engagement, hands-on learning, decomposition, pattern recognition, abstraction, algorithm design, evaluation, undergraduate and graduate students
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