Developing an Instructional Unit from a History Textbook Based on Computational Thinking and Its Impact on the Development of Students’ Systems Thinking Skills
Abstract
Although the current study was implemented in a developing country, the methodology that was followed, the context, and its variables can be internationally applied and generalized, as the content knowledge of any history subject, locally or internationally, consists of concepts, events, and complex problems and issues. This study aimed to investigate teaching a developed instructional unit from the history textbook, based on computational thinking, on students' systems thinking. A quasi-experimental design was followed to achieve this main objective. After confirming their validity and reliability, the instructional materials (developed module) and the Systems Thinking test were prepared and used. The participants were 100 tenth-grade students selected using random sampling. Data collection was analyzed using the appropriate statistical analysis. The findings revealed statistically significant differences (at α = 0.05) in students' scores in the Systems Thinking test in favor of the experimental group, attributed to the developed unit. It was also shown that there were statistically significant differences ( at α = 0.05) in students' scores in the Systems Thinking test attributed to the gender and the interaction between the gender and the developed unit in favor of male students. This study can add value to international literature by suggesting a developmental model for the content of school curricula, especially the history curriculum. This model targets enhancing the learners' higher-order thinking skills, enabling them to solve the issues they are studying at the highest levels of thinking and mental self-regulation. Accordingly, learning will be catalyzed, which is consistent with the demands of the digital era.
Keywords: developed instructional unit, computational thinking skills, Systems Thinking skills, history, teaching.
https://doi.org/10.55463/issn.1674-2974.49.4.41
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