Academic Journal
Instructional Mediation for Equitable Computational Thinking in STEAM Learning Across Diverse School Contexts.
| Title: | Instructional Mediation for Equitable Computational Thinking in STEAM Learning Across Diverse School Contexts. |
|---|---|
| Authors: | Cárdenas-Cobo, Jesennia, Castro-Paredes, Moyra, Saens-Navarrete, Rodrigo, de la Fuente-Burdiles, Claudia, Vidal-Silva, Cristian |
| Source: | Computers (2073-431X); Apr2026, Vol. 15 Issue 4, p237, 17p |
| Subject Terms: | Computational thinking, STEAM education, Diversity in education, Computer programming education, Digital inclusion, Academic support programs, Visual programming (Computer science) |
| Geographic Terms: | Chile |
| Abstract: | Guaranteeing equitable access to computational thinking (CT) remains a persistent challenge in computing education, particularly across socioeconomically diverse school contexts. Although prior research has demonstrated the effectiveness of block-based and physical computing environments, limited empirical evidence has examined whether structured instructional mediation can compensate for contextual disparities. This quasi-experimental pre–post study addresses this gap by analyzing CT development in three socioeconomically diverse primary schools in Chile ( N = 88 , third grade), including private urban, public urban, and rural public institutions. Students engaged in scaffolded Scratch programming and Arduino simulation activities designed to explicitly support abstraction, sequencing, and debugging processes. These activities were framed within a broader STEAM learning approach, integrating computational thinking with problem-solving, experimentation, and interdisciplinary reasoning. Statistical analysis revealed significant differences in instructional time across contexts ( F (2 , 85) = 14.62 , p < 0.001 , η 2 = 0.26 ), indicating structural disparities in pacing. However, no statistically significant differences were observed in CT gains ( F (2 , 85) = 0.31 , p = 0.74 ), suggesting that structured pedagogical scaffolding buffered contextual inequalities. These findings provide empirical evidence from a Latin American non-WEIRD context and advance the conceptualization of instructional mediation as a compensatory mechanism for equity in early computing education. This study contributes to digital equity research by demonstrating that instructional design quality may play a more decisive role than infrastructural availability in enabling computational thinking development for all learners. [ABSTRACT FROM AUTHOR] |
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| Database: | Complementary Index |
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| Items | – Name: Title Label: Title Group: Ti Data: Instructional Mediation for Equitable Computational Thinking in STEAM Learning Across Diverse School Contexts. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Cárdenas-Cobo%2C+Jesennia%22">Cárdenas-Cobo, Jesennia</searchLink><br /><searchLink fieldCode="AR" term="%22Castro-Paredes%2C+Moyra%22">Castro-Paredes, Moyra</searchLink><br /><searchLink fieldCode="AR" term="%22Saens-Navarrete%2C+Rodrigo%22">Saens-Navarrete, Rodrigo</searchLink><br /><searchLink fieldCode="AR" term="%22de+la+Fuente-Burdiles%2C+Claudia%22">de la Fuente-Burdiles, Claudia</searchLink><br /><searchLink fieldCode="AR" term="%22Vidal-Silva%2C+Cristian%22">Vidal-Silva, Cristian</searchLink> – Name: TitleSource Label: Source Group: Src Data: Computers (2073-431X); Apr2026, Vol. 15 Issue 4, p237, 17p – Name: Subject Label: Subject Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Computational+thinking%22">Computational thinking</searchLink><br /><searchLink fieldCode="DE" term="%22STEAM+education%22">STEAM education</searchLink><br /><searchLink fieldCode="DE" term="%22Diversity+in+education%22">Diversity in education</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+programming+education%22">Computer programming education</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+inclusion%22">Digital inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+support+programs%22">Academic support programs</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+programming+%28Computer+science%29%22">Visual programming (Computer science)</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Chile%22">Chile</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Guaranteeing equitable access to computational thinking (CT) remains a persistent challenge in computing education, particularly across socioeconomically diverse school contexts. Although prior research has demonstrated the effectiveness of block-based and physical computing environments, limited empirical evidence has examined whether structured instructional mediation can compensate for contextual disparities. This quasi-experimental pre–post study addresses this gap by analyzing CT development in three socioeconomically diverse primary schools in Chile ( N = 88 , third grade), including private urban, public urban, and rural public institutions. Students engaged in scaffolded Scratch programming and Arduino simulation activities designed to explicitly support abstraction, sequencing, and debugging processes. These activities were framed within a broader STEAM learning approach, integrating computational thinking with problem-solving, experimentation, and interdisciplinary reasoning. Statistical analysis revealed significant differences in instructional time across contexts ( F (2 , 85) = 14.62 , p < 0.001 , η 2 = 0.26 ), indicating structural disparities in pacing. However, no statistically significant differences were observed in CT gains ( F (2 , 85) = 0.31 , p = 0.74 ), suggesting that structured pedagogical scaffolding buffered contextual inequalities. These findings provide empirical evidence from a Latin American non-WEIRD context and advance the conceptualization of instructional mediation as a compensatory mechanism for equity in early computing education. This study contributes to digital equity research by demonstrating that instructional design quality may play a more decisive role than infrastructural availability in enabling computational thinking development for all learners. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Group: Ab Data: <i>Copyright of Computers (2073-431X) is the property of MDPI 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.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.3390/computers15040237 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 237 Subjects: – SubjectFull: Chile Type: general – SubjectFull: Computational thinking Type: general – SubjectFull: STEAM education Type: general – SubjectFull: Diversity in education Type: general – SubjectFull: Computer programming education Type: general – SubjectFull: Digital inclusion Type: general – SubjectFull: Academic support programs Type: general – SubjectFull: Visual programming (Computer science) Type: general Titles: – TitleFull: Instructional Mediation for Equitable Computational Thinking in STEAM Learning Across Diverse School Contexts. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Cárdenas-Cobo, Jesennia – PersonEntity: Name: NameFull: Castro-Paredes, Moyra – PersonEntity: Name: NameFull: Saens-Navarrete, Rodrigo – PersonEntity: Name: NameFull: de la Fuente-Burdiles, Claudia – PersonEntity: Name: NameFull: Vidal-Silva, Cristian IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 2073431X Numbering: – Type: volume Value: 15 – Type: issue Value: 4 Titles: – TitleFull: Computers (2073-431X) Type: main |
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