Elementary School Students' Perception of Integrating Unplugged and Plugged Coding Activities with Self-Questioning Strategies for Solid Waste Management (SDG11)

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.