Computational Thinking: A Strategy for Developing Problem Solving Skills and Higher Order Thinking Skills (HOTS)

Zaharin, Nur Lisa; Sharif, Sabariah; Mariappan, Muralindran

doi:10.6007/ijarbss/v8-i10/5297

Cited by 17 publications

(17 citation statements)

References 25 publications

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“…Problems solving, analysis of the validity of strategies and patterns in data are all critical working skills and are already taught in schools clustered under the term, CT. By engaging CT in the school environment, students are capable of making complex problem-solving issues more visible and can be systematically resolved. CT would also help students to explore higher order thinking skills questions (Zaharin et al, 2018), and other problem-solving questions (Kong & Lao, 2017;Kopcha et al, 2017;Martín-Ramos et al, 2017;Serrano Pérez & Juárez López, 2018;Yu & Guo, 2018).…”

Section: Benefits Of Implementing Ct In Stem Educationmentioning

confidence: 99%

The Big Why of Implementing Computational Thinking In STEM Education: A Systematic Literature Review

Wahab

Talib

Razali

et al. 2021

MJSSH

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Computational Thinking (CT) has been increasingly embraced as a reformation in STEM education. This paper discusses why the implementation of CT would have a considerable effect on STEM education. The first objective of this systematic literature review is to identify the subjects that incorporate the most elements of CT in STEM education. Secondly, it aims to provide an overview of CT practices in the classrooms. Finally, the major findings of this study seek to discuss the benefits and challenges of the use of CT in STEM education. Fifteen articles were methodically selected from Scopus, Web of Science, Dimensions, and Google Scholar databases as the relevant studies to be discussed in this systematic study, based on the PRISMA Statement (Preferred Reporting Items for Systematic Reviews and Meta-Analysis) review technique. This review identifies current research gaps and directions for the practice and implementation of CT in STEM education. Further analysis of the articles has contributed to a conclusion that CT has become more widespread and multi-disciplinary and seems to have propagated improvements in STEM education. Still, a new study is required, especially on long-term implications.

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Section: Benefits Of Implementing Ct In Stem Educationmentioning

confidence: 99%

The Big Why of Implementing Computational Thinking In STEM Education: A Systematic Literature Review

Wahab

Talib

Razali

et al. 2021

MJSSH

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“…The authors propose to keep this crucial form of education inside the classrooms and institutions, reminding us all that "code should be embraced as a form of critical digital making" [44] (p. 14). The concepts of tinkering, creating, debugging, persevering, and collaborating are not yet fully explored in an educational context "due to constraints of time, misconceptions, and over-emphasis on examination" [45] (p. 10).…”

Section: Maker Educationmentioning

confidence: 99%

The Missing Link to Computational Thinking

Pollak

Ebner

2019

Future Internet

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After a lengthy debate within the scientific community about what constitutes the problem solving approach of computational thinking (CT), the focus shifted to enable the integration of CT within compulsory education. This publication strives to focus the discussion and enable future research in an educational setting with a strong focus on the Austrian circumstances and the goal to allow wide international adoption later on. Methodically, a literature review was conducted to gain knowledge about the current strands of research and a meta study to show the diversity of proposed and materialized studies. Three main questions were answered, establishing that CT as an idea is rooted in scientific literature dating back to the 1980s and grew in popularity after Wing introduced the concept to a broader audience. A number of authors contributed to the current state of the field, with the most cited review coming from Grover and Pea. The challenge to integrate CT in curricula around the world was met by many experiments and case studies but without a conclusive framework as of yet. Ultimately, this paper determines that expert integration is a blank spot in the literature and aims to create a strong, inclusive path to CT education by inviting practitioners.

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“…Overall, HOTS questions have been developed to increase the ability to think geometrically in edugames learning. HOTS capability is one of the demands in the industry 4.0 [42]. HOTS ability has many benefits, one of which is that it can improve learning and problem-solving abilities.…”

Section: Reflecting To Produce Design Principles Andmentioning

confidence: 99%

Development of HOTS Test Instruments as an Effort to Improve the Reasoning Ability of Elementary School Students by Using Edugames

Masniladevi¹,

Oneika²,

Helsa³

2019

Proceedings of the 5th International Conference on Education and Technology (ICET 2019)

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This research is motivated by the challenge given by the Industry 4.0 era to increase the high order thinking skill of elementary schools' students thus it is necessary to develop math question used as a reference for further learning development. This study aims to develop test questions based on high order thinking skills (HOTS) to optimize the level of geometric thinking of elementary school students by using Edugames regarding the subject of area and circumference of a plane figure. This is development research using the Design-Based Research method. The results of this study are test questions based on high order thinking skills optimizing the level of geometric thinking of elementary school students with the use of Edugames on the subject regarding area and circumference of a plane figure. The implication of this study is as a basis for knowing students' high order thinking skills in optimizing the geometric thinking abilities of elementary school students.

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Computational Thinking: A Strategy for Developing Problem Solving Skills and Higher Order Thinking Skills (HOTS)

Cited by 17 publications

References 25 publications

The Big Why of Implementing Computational Thinking In STEM Education: A Systematic Literature Review

The Big Why of Implementing Computational Thinking In STEM Education: A Systematic Literature Review

The Missing Link to Computational Thinking

Development of HOTS Test Instruments as an Effort to Improve the Reasoning Ability of Elementary School Students by Using Edugames

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