Promoting computational thinking through project-based learning

Abstract

This paper introduces project-based learning (PBL) features for developing technological, curricular, and pedagogical supports to engage students in computational thinking (CT) through modeling. CT is recognized as the collection of approaches that involve people in computational problem solving. CT supports students in deconstructing and reformulating a phenomenon such that it can be resolved using an information-processing agent (human or machine) to reach a scientifically appropriate explanation of a phenomenon. PBL allows students to learn by doing, to apply ideas, figure out how phenomena occur and solve challenging, compelling and complex problems. In doing so, students take part in authentic science practices similar to those of professionals in science or engineering, such as computational thinking. This paper includes 1) CT and its associated aspects, 2) The foundation of PBL, 3) PBL design features to support CT through modeling, and 4) a curriculum example and associated student models to illustrate how particular design features can be used for developing high school physical science materials, such as an evaporative cooling unit to promote the teaching and learning of CT.

An Assessment of Pre-Service Mathematics Teachers’ Techno-Pedagogical Content Knowledge regarding Geometry

“…As previously noted, a few review studies highlight the TPACK model and its usefulness (Koehler & Mishra, 2009;Niess, 2005Niess, , 2008 and adoptions of TPACK to different disciplines, including science and foreign language teaching (Kaur et al, 2021;Li, 2021;Shin et al, 2021). Some discuss the importance of TPACK on inservice teachers' professional development including studies on these teachers' perceived TPACK (Harris & Hofer, 2009;Harris, 2016).…”

Machine Vision Algorithm Training Course Construction with PBL

“…In completing projects, students learn and apply new knowledge through "learning by doing" to improve engineering application and innovation abilities. PBL is student-centered, encouraging enthusiasm and initiative in learning, and cultivating engineering design and scientific thinking ability [8], [9]. The PBL educational philosophy runs through the entire course teaching process, including content teaching, project training, and extended application.…”

“…Reference [8] shared the learning ecosystem of a projectbased embedded systems course, identifying course elements that support self-directed learning and how assignments guide students toward becoming adaptive experts. In references [9], it introduced PBL features for developing technological, curricular, and pedagogical supports to engage students in computational thinking through modeling. PBL uses professional knowledge in the context of problem-solving to develop innovation and creative thinking [10].…”

Design and Development of Matter Module with the Integration of Computational Thinking by Employing ADDIE Model

“…Therefore, to conduct this study, five computational thinking skills were selected to be integrated into this module: decomposition, generalisation, abstraction, algorithm, and evaluation (Csizmadia et al, 2015;Selby & Woollard, 2014). Meanwhile, Project-Based Learning (PBL) encourages students to think critically and creatively in problem-solving (Shin et al, 2021). The project-based learning approach was based on scaffolding; with guidance by peers and teachers in the Zone of Proximal Development (ZPD), students can solve problems that involve higher-order thinking skills (Azmi & Ummah, 2021).…”