A Pedagogical Framework of Computational Thinking Components for Enhancing Pre-service Teachers’ Problem- Solving Capability
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Abstract
It has been a global trend to incorporate computational thinking (CT) into K-12 education and curriculum, magnifying the importance of CT in the technological era. Teachers are the key drivers in the process and success of integrating CT into classroom instruction. It is even imperative to enhance pre-service teachers’ CT literacy before they enter the education ecosystem. A pedagogical framework of teaching CT in solving problems is derived for pre-service teachers in the study, which is purposefully simplified from a previous study for the sake of the pre-service teachers’ training and development. With frequent practice, it is expected to increase pre-service teachers’ CT literacy so that they can apply in daily problem solvingand future course design, in all subject and cross domains.
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