Abstract
The author attempted to improve the thinking ability of students in the classroom by conducting experimental lessons on the assumption that visual programming for learning can promote better thinking. It was found that students who took part in such lessons scored higher than before on a thinking comprehension verification test administered to participants. Results of a questionnaire survey to verify changes in self-awareness showed that self-evaluation scores for students improved on a large number of survey items. These results suggest that visual programming for learning can help promote the improvement of thinking ability.
