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Computational Thinking and Multifaceted Skills: A Qualitative Study in Primary Schools

Computational Thinking and Multifaceted Skills: A Qualitative Study in Primary Schools

Gary Wong, Shan Jiang, Runzhi Kong
Copyright: © 2021 |Pages: 24
ISBN13: 9781799830221|ISBN10: 1799830225|EISBN13: 9781799830238
DOI: 10.4018/978-1-7998-3022-1.ch077
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MLA

Wong, Gary, et al. "Computational Thinking and Multifaceted Skills: A Qualitative Study in Primary Schools." Research Anthology on Developing Critical Thinking Skills in Students, edited by Information Resources Management Association, IGI Global, 2021, pp. 1470-1493. https://doi.org/10.4018/978-1-7998-3022-1.ch077

APA

Wong, G., Jiang, S., & Kong, R. (2021). Computational Thinking and Multifaceted Skills: A Qualitative Study in Primary Schools. In I. Management Association (Ed.), Research Anthology on Developing Critical Thinking Skills in Students (pp. 1470-1493). IGI Global. https://doi.org/10.4018/978-1-7998-3022-1.ch077

Chicago

Wong, Gary, Shan Jiang, and Runzhi Kong. "Computational Thinking and Multifaceted Skills: A Qualitative Study in Primary Schools." In Research Anthology on Developing Critical Thinking Skills in Students, edited by Information Resources Management Association, 1470-1493. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-3022-1.ch077

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Abstract

Computational thinking allows us to solve complex problem in a certain way, which has been taught in traditional computer science program in university. With the advanced digital computing technology, new visual programming tools have been developed to allow children at early age to explore the concept and practices of computational thinking, which could develop their multifaceted skills. In this study, it aims to report an exploratory study of two pioneer primary schools in Hong Kong on introducing computational thinking through coding. This study uses qualitative approach with classroom observations, field notes and group interviews (n = 14). We also develop a child-centered interview protocol to find out the perception of children in learning how to code. The results show that children are generally engaging in computational thinking activities and believe that this learning context can develop their multifaceted skills such as problem solving skills and creativity.

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