Computational thinking in K–12 computer education: appropriate pedagogy

IF 3.4 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Technology Pedagogy and Education Pub Date : 2023-03-01 DOI:10.1080/1475939X.2023.2184857
Haya A. Alajlan, Reem Alebaikan, Ahmad Almassaad
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Abstract

ABSTRACT This study identified appropriate pedagogy for computational thinking in K–12 computer education. The Delphi technique was employed to collect different views, ideas and opinions derived a consensus from a panel of 12 international experts through a series of questionnaires. The experts have various experiences in computer science, computer education and computational thinking. After three rounds of survey, the expert panel identified a total of 13 appropriate teaching/learning strategies to develop computational thinking skills in K–12 computer education distributed among the nine skills of computational thinking: eight strategies derived from the 12 teaching and learning strategies in the first draft of the Delphi survey questionnaire and five strategies suggested and agreed by the panel. This study demonstrated the importance of finding an appropriate pedagogy for computational thinking with a focus on K–12 computer education.
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K-12计算机教育中的计算思维:适当的教学法
摘要本研究为K-12计算机教育中的计算思维确定了合适的教学法。采用德尔菲技术收集不同的观点,通过一系列问卷调查,从12名国际专家组成的小组中得出共识。专家们在计算机科学、计算机教育和计算思维方面有着丰富的经验。经过三轮调查,专家小组共确定了13种适当的教学/学习策略,以发展K-12计算机教育中的计算思维技能,分布在9种计算思维技能中:8种策略源自德尔福调查问卷初稿中的12种教学策略,5种策略由专家小组建议并同意。这项研究证明了为计算思维寻找合适的教学法的重要性,重点是K-12计算机教育。
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来源期刊
Technology Pedagogy and Education
Technology Pedagogy and Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
9.50
自引率
2.00%
发文量
25
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