Learning designs and computational thinking skills

Abstract

Computational Thinking is defined as a set of cognitive skills for STEM education. This paper presents an investigation of the effectiveness of learning design undertaken to develop problem-solving skill and computational thinking in secondary schools level. We adopted an experimental design using pre- and post-questionnaires to investigate how designs influence motivation, the skill and thinking. The learning area in the experiment was technology. Our findings suggested that the sequence of the learning design influence motivation and the two skills. Implications for computational skills development are discussed. Limitation and future studies were presented.