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Identifying Strategies for Teaching Computational Thinking by Problem Solving and Self-Awareness
PROCEEDING

, University of Arizona South, United States

EdMedia + Innovate Learning, in Amsterdam, Netherlands Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Computational Thinking (CT) has become a popular subject since Jeannette Wing (2006) proposed that everyone would benefit from learning CT as a fundamental skill (Wing, 2006). Nevertheless, there is little agreement on what are the effective strategies for promoting and teaching CT. This paper examines what and how we have taught CT explicitly online, and summarizes five teaching strategies that we exploited to support learners to develop CT skills. In particular, our teaching strategies focus on two aspects: 1) Practice CT skills by solving problems; and 2) explicitly guide learners to promote meta-cognitive awareness and conduct self-regulated learning on CT. We argue that the teaching strategies are effective to engage student learning and get students involved in learning activities to master CT skills. While analyzing the teaching strategies reflectively, we become informed to continually improve the course development in order to teach CT effectively in future.

Citation

Xu, L. (2018). Identifying Strategies for Teaching Computational Thinking by Problem Solving and Self-Awareness. In T. Bastiaens, J. Van Braak, M. Brown, L. Cantoni, M. Castro, R. Christensen, G. Davidson-Shivers, K. DePryck, M. Ebner, M. Fominykh, C. Fulford, S. Hatzipanagos, G. Knezek, K. Kreijns, G. Marks, E. Sointu, E. Korsgaard Sorensen, J. Viteli, J. Voogt, P. Weber, E. Weippl & O. Zawacki-Richter (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology (pp. 2413-2418). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE). Retrieved September 15, 2019 from .

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