Abstract
From 2017, Singapore’s Ministry of Education has been implemented a new GCE ‘O’ Level Computing curriculum. The new curriculum is a distinct shift from teaching students the use of software technology to the development of Computational Thinking (CT) skills and programming competencies. The development of related pedagogy remains a challenge for local computing teachers. Unplugged pedagogy has been possible approach to address the challenge for computational thinking to be taught to students before programming is involved. This paper reports on a study for CT-related unplugged activities to conducted on secondary computing students, and how they have helped computing teachers in their teaching. Thus, we conjecture some design principles for unplugged lessons to be enacted in authentic school context. Copyright © 2018 Asia-Pacific Society for Computers in Education.
Original language | English |
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Title of host publication | Workshop Proceedings of the 26th International Conference on Computers in Education |
Editors | Ying-Tien WU, Niwat SRISAWASDI, Michelle BANAWAN, Jie Chi YANG, Maiga CHANG, Lung-Hsiang WONG, Ma. Mercedes T. RODRIGO |
Place of Publication | Taiwan |
Publisher | Asia-Pacific Society for Computers in Education |
Pages | 691-695 |
ISBN (Electronic) | 9789869721424 |
Publication status | Published - Nov 2018 |
Citation
Liu, L., Looi, C.-K., & Wu, L. (2018). Exploring design principles for unplugged pedagogy for teaching computational thinking and programming. In Y.-T. Wu, N. Srisawasdi, M. Banawan, J. C. Yang, M. Chang, L.-H. Wong, & M. M. T. Rodrigo (Eds.), Workshop Proceedings of the 26th International Conference on Computers in Education (pp. 691-695). Taiwan: Asia-Pacific Society for Computers in Education.Keywords
- Computational thinking
- Unplugged pedagogy
- Scaffolding
- Design principle