Exploring design principles for unplugged pedagogy for teaching computational thinking and programming

Liu LIU, Chee Kit LOOI, Longkai WU

Research output: Chapter in Book/Report/Conference proceedingChapters

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 languageEnglish
Title of host publicationWorkshop Proceedings of the 26th International Conference on Computers in Education
EditorsYing-Tien WU, Niwat SRISAWASDI, Michelle BANAWAN, Jie Chi YANG, Maiga CHANG, Lung-Hsiang WONG, Ma. Mercedes T. RODRIGO
Place of PublicationTaiwan
PublisherAsia-Pacific Society for Computers in Education
Pages691-695
ISBN (Electronic)9789869721424
Publication statusPublished - 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

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