Integrating computational thinking skills in secondary education: A feasibility study
This feasibility study investigates the practicality of incorporating Computational Thinking (CT) education into secondary school curricula, aiming to equip students with essential 21st-century skills. The study assesses the readiness of educational institutions, teachers and students to emb...
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| Main Authors: | , , , |
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| Format: | Conference or Workshop Item |
| Language: | en |
| Published: |
2024
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| Online Access: | http://eprints.utem.edu.my/id/eprint/29345/1/Integrating%20Computational%20Thinking%20Skills%20in%20Secondary%20Education_%20a%20Feasibility%20Study.pdf http://eprints.utem.edu.my/id/eprint/29345/ https://ieeexplore.ieee.org/document/10844653 |
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| Summary: | This feasibility study investigates the practicality
of incorporating Computational Thinking (CT) education into
secondary school curricula, aiming to equip students with
essential 21st-century skills. The study assesses the readiness of
educational institutions, teachers and students to embrace CT
as an integral part of their learning journey, identifying
potential challenges and barriers to successful implementation.
To achieve these objectives, the research examines the existing
landscape of CT education, evaluates teacher preparedness,
analyses student receptiveness, and explores resource
requirements and best practices from around the world. As part
of this investigation, an immersive learning approach will be
integrated. A five-day training program was implemented,
featuring a comprehensive curriculum that covered key CT
concepts, problem-solving techniques, presentation skills, and
problem-based learning aligned with Sustainable Development
Goals. The program included pre- and post-surveys to measure
students' understanding of CT concepts and practical projects
to apply their learning. Results showed consistent improvement
in students' self-reported understanding of CT skills and their
ability to apply these concepts to real-world problems. The
study reveals that integrating CT into secondary education is
not only necessary but also highly beneficial. The study
emphasizes that a holistic educational reform incorporating
leadership, technology and curriculum adjustments is essential
for the successful implementation of CT education. The study
also highlights the importance of aligning CT education with
current educational policies and trends, such as KSSM
(Kurikulum Standard Sekolah Menengah - Secondary School
Standard Curricular), which advocate for the inclusion of CT as
a fundamental practice of science education. In conclusion, this
study provides valuable insights and recommendations for
educational policymakers, administrators, and educators
interested in enhancing CT skills in secondary students. |
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