Abstract
The study applied concepts of computational thinking, waterfall programming, and design-based learning management (DBLM) combined with a participatory action research (PAR) methodology to obtain an integrated learning management model (LMM) designed as a base to promote computational thinking skills (CTS) and programming proficiency. The study used three groups consisting of 21 volunteer computer science undergraduate students, three teachers, and three computer studies graduates from the Computer Studies Department of the Faculty of Education at Thonburi Rajabhat University in Thailand. To verify the model, nine educational experts conducted an assessment of the proposed model, and determined that the evaluation standards were overall at a high level (x ̅ = 4.23, SD = 0.44), with the experts feeling that the integration of the DBLM computational thinking framework, the Waterfall programming conceptual framework, and the PAR met the study's stated objectives at the highest level (x ̅ = 4.56, SD = 0.53). The proposed model is best undertaken in five week sessions of five hours each using five exercises per week. In doing each activity, the effectiveness of each activity is to be measured by taking notes, worksheets, and practice skills. The resultant outcome was that the groups jointly participated in finding a model which offered CTS and programming skill training which encouraged the participants to learn together to develop activities based on common needs.
Highlights
Student computational thinking skills (CTS) have gained significant importance, with scholars noting the potential for CTS in improving students' problem-solving skills and preparation for the 21st-century technology-driven economies [1]
The researchers used a systematic review process to collect documents, books, textbooks, research papers and various types of international and domestic literature related to design-based learning management (DBLM), computational thinking skills (CTS), and the development of a conceptual framework using participatory action research (PAR) to synthesize documents to arrive at the elements necessary for developing programming skills
From the input from the multiple meetings, we applied concepts of computational thinking, waterfall programming, and design-based learning management combined with a PAR methodology to obtain an integrated designed-based learning management model to promote CTS and programming ability
Summary
Student computational thinking skills (CTS) have gained significant importance, with scholars noting the potential for CTS in improving students' problem-solving skills and preparation for the 21st-century technology-driven economies [1]. CTS is not a new idea as its roots can be found as far back as 1980 when Seymour Papert discussed the term 'computational thinking,’ as a constructionist approach to education. The essential nature and increasing importance of CTS in a student's education was reported in Denmark. The researchers concluded that educators face many difficulties teaching CTS and are mostly illprepared at teaching it [8]. In Taiwan, CTS has become a topic of intense debate in student education, with researchers noting the critical requirement for CTS teacher pedagogical content training [9]
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