A systematic review on the self efficacy and the use of block based visual learning for gifted students
This systematic review investigates the effect of block-based visual learning on the self-efficacy of gifted students, an area of increasing relevance in contemporary educational discourse. This review synthesizes findings from three databases (Proquest, EBSCOhost, Springer LINK) of empirical stud...
| Main Authors: | , |
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| Format: | Conference or Workshop Item |
| Language: | English |
| Published: |
Faculty of Educational Studies
2024
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| Online Access: | http://psasir.upm.edu.my/id/eprint/119967/ http://psasir.upm.edu.my/id/eprint/119967/1/119967.pdf |
| Summary: | This systematic review investigates the effect of block-based visual learning on the self-efficacy
of gifted students, an area of increasing relevance in contemporary educational discourse. This review synthesizes findings from three databases (Proquest, EBSCOhost, Springer LINK) of
empirical studies that explore how block-based programming environments, such as Scratch
and Blockly, influence the self-efficacy beliefs of gifted learners. The methodology employed
includes a comprehensive search of articles, conference papers, and educational reports published between 2020 and 2024, focusing on quantitative and qualitative outcomes related
to self-efficacy. Results indicate that engagement with block-based programming not only
enhances technical skills but also fosters a positive self-perception among gifted students,
leading to increased motivation and persistence in problem-solving tasks. Furthermore, the review highlights the importance of instructional strategies that integrate block-based
programming into curricula designed for gifted education. The findings underscore the
potential of visual programming as a pedagogical tool that can empower gifted learners,
suggesting implications for educators and policymakers in the development of curricula that
support the unique needs of this population. |
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