Effectiveness of explicit guidance and practices on abstraction (EGPA): Focusing on computational tasks in a fifth-grade STEM-integrative robotic education program.
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| Title: | Effectiveness of explicit guidance and practices on abstraction (EGPA): Focusing on computational tasks in a fifth-grade STEM-integrative robotic education program. |
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| Authors: | Qian, Yingxiao1 yingxiao@mailbox.sc.edu, Choi, Ikseon2 ike.choi@emory.edu |
| Source: | Educational Technology & Society. Oct2025, Vol. 28 Issue 4, p321-337. 17p. |
| Subject Terms: | *STEM education, *Fifth grade (Education), *Explicit instruction, *Critical thinking, *Teaching methods, *Mixed methods research, Abstraction (Computer science) |
| Abstract: | Developing students' computational thinking has emerged as a crucial objective across K-12 curricula nationwide. Particularly, abstraction is the cornerstone of computational thinking, but endeavors of cultivating students' abstract thinking have not yielded significant results. The purpose of this study was to examine the effectiveness of the Explicit Guidance and Practices on Abstraction (EGPA) on fostering 5th graders' abstraction in a STEM-integrated robotics curriculum. By tapping into the cognitive root of abstraction, EGPA refers to a series of theory-informed strategies and instructional practices focused on students' abstraction. A convergent mixed methods study was conducted to collect quantitative and qualitative data about K-5 students' abstraction and their experience with the EGPA. The findings reported K-5 students attending the STEM-integrated robotics curriculum with EGPA integrated had statistically significant improvements on their abstraction. Qualitative findings provided in-depth insights about students' experiences with the EGPA. The findings from both sources of data were converged to describe the effectiveness of EGPA on K-5 students' abstraction. Practical implications are offered for professionals investing in STEM education. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational Technology & Society is the property of International Forum of Educational Technology & Society (IFETS) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 188526539 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Effectiveness of explicit guidance and practices on abstraction (EGPA): Focusing on computational tasks in a fifth-grade STEM-integrative robotic education program. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Qian%2C+Yingxiao%22">Qian, Yingxiao</searchLink><relatesTo>1</relatesTo><i> yingxiao@mailbox.sc.edu</i><br /><searchLink fieldCode="AR" term="%22Choi%2C+Ikseon%22">Choi, Ikseon</searchLink><relatesTo>2</relatesTo><i> ike.choi@emory.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+Technology+%26+Society%22">Educational Technology & Society</searchLink>. Oct2025, Vol. 28 Issue 4, p321-337. 17p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22STEM+education%22">STEM education</searchLink><br />*<searchLink fieldCode="DE" term="%22Fifth+grade+%28Education%29%22">Fifth grade (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Explicit+instruction%22">Explicit instruction</searchLink><br />*<searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Mixed+methods+research%22">Mixed methods research</searchLink><br /><searchLink fieldCode="DE" term="%22Abstraction+%28Computer+science%29%22">Abstraction (Computer science)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Developing students' computational thinking has emerged as a crucial objective across K-12 curricula nationwide. Particularly, abstraction is the cornerstone of computational thinking, but endeavors of cultivating students' abstract thinking have not yielded significant results. The purpose of this study was to examine the effectiveness of the Explicit Guidance and Practices on Abstraction (EGPA) on fostering 5th graders' abstraction in a STEM-integrated robotics curriculum. By tapping into the cognitive root of abstraction, EGPA refers to a series of theory-informed strategies and instructional practices focused on students' abstraction. A convergent mixed methods study was conducted to collect quantitative and qualitative data about K-5 students' abstraction and their experience with the EGPA. The findings reported K-5 students attending the STEM-integrated robotics curriculum with EGPA integrated had statistically significant improvements on their abstraction. Qualitative findings provided in-depth insights about students' experiences with the EGPA. The findings from both sources of data were converged to describe the effectiveness of EGPA on K-5 students' abstraction. Practical implications are offered for professionals investing in STEM education. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational Technology & Society is the property of International Forum of Educational Technology & Society (IFETS) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=188526539 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.30191/ETS.202510_28(4).SP08 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 321 Subjects: – SubjectFull: STEM education Type: general – SubjectFull: Fifth grade (Education) Type: general – SubjectFull: Explicit instruction Type: general – SubjectFull: Critical thinking Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Mixed methods research Type: general – SubjectFull: Abstraction (Computer science) Type: general Titles: – TitleFull: Effectiveness of explicit guidance and practices on abstraction (EGPA): Focusing on computational tasks in a fifth-grade STEM-integrative robotic education program. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Qian, Yingxiao – PersonEntity: Name: NameFull: Choi, Ikseon IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 11763647 Numbering: – Type: volume Value: 28 – Type: issue Value: 4 Titles: – TitleFull: Educational Technology & Society Type: main |
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