Elementary School Students' Perception of Integrating Unplugged and Plugged Coding Activities with Self-Questioning Strategies for Solid Waste Management (SDG11)
Issued Date
2025-01-01
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Scopus ID
2-s2.0-105015889883
Journal Title
Proceedings 2025 10th International Stem Education Conference Istem Ed 2025
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SCOPUS
Bibliographic Citation
Proceedings 2025 10th International Stem Education Conference Istem Ed 2025 (2025)
Suggested Citation
Kamalabadi B.T., Precharattana M. Elementary School Students' Perception of Integrating Unplugged and Plugged Coding Activities with Self-Questioning Strategies for Solid Waste Management (SDG11). Proceedings 2025 10th International Stem Education Conference Istem Ed 2025 (2025). doi:10.1109/iSTEM-Ed65612.2025.11129389 Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/112117
Title
Elementary School Students' Perception of Integrating Unplugged and Plugged Coding Activities with Self-Questioning Strategies for Solid Waste Management (SDG11)
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Abstract
As technology shapes modern education, developing computational thinking (CT) in young learners is a critical priority. This study proposes an educational tool that integrates CT and metacognitive skills through unplugged (board games) and plugged (Scratch) coding activities within the context of solid waste management. The research incorporates self-questioning strategies to enhance CT, metacognitive skills, and environmental literacy among students in grades 3 to 5, equipping them with essential problem-solving abilities to cope with real-world challenges. The effectiveness of this approach was assessed through a students' perception questionnaire and interviews. Findings highlight students' perception of integrating CT and metacognitive strategies while demonstrating the complementary role of board games and Scratch programming as learning tools. This research contributes to developing K-12 curricula by promoting interdisciplinary approaches and engaging students in learning activities.