Computational Thinking and Multifaceted Skills: A Qualitative Study in Primary Schools

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Author(s): Gary Wong (University of Hong Kong, China), Shan Jiang (University of Hong Kong, China)and Runzhi Kong (University of Hong Kong, China)
Copyright: 2021
Pages: 24
Source title: Research Anthology on Developing Critical Thinking Skills in Students
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-7998-3022-1.ch077

Keywords: Education / Information Science Reference / Instructional Design / Learning Assessment and Measurement

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Abstract

Computational thinking allows us to solve complex problem in a certain way, which has been taught in traditional computer science program in university. With the advanced digital computing technology, new visual programming tools have been developed to allow children at early age to explore the concept and practices of computational thinking, which could develop their multifaceted skills. In this study, it aims to report an exploratory study of two pioneer primary schools in Hong Kong on introducing computational thinking through coding. This study uses qualitative approach with classroom observations, field notes and group interviews (n = 14). We also develop a child-centered interview protocol to find out the perception of children in learning how to code. The results show that children are generally engaging in computational thinking activities and believe that this learning context can develop their multifaceted skills such as problem solving skills and creativity.

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Computational Thinking and Multifaceted Skills: A Qualitative Study in Primary Schools

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