Effects of computational thinking competencies on scientific argumentation learning among secondary school students

Abstract

Argumentation in science education has emphasised on the engagement of students in making scientific claims where they communicate with others. The argumentation is a problem-solving process that nurtures students’ higher order thinking (HOT) by encouraging them to think critically and create solutions. Computational thinking (CT) is the competencies integral for successfully solving problems posed in a technology driven teaching and learning context. Teachers need to develop and scaffold the students’ CT competencies to equip them to be future-ready learners. Accordingly, this study will design instructional strategies for teachers to embed CT-integrated instruction within argumentation teaching in the context of Biological science. Subsequently, the development of students’ CT competencies and argumentation performance will be assessed. The five CT dimensions taken into account in this study are abstraction, decomposition, generalisation, algorithmic design and evaluation. As there is a growing trend of integrating CT across various disciplines, problem solving is no longer viewed as a final goal of learning in science. Instead, it is a competence that should be acquired by individuals to apply throughout the acquisition of scientific knowledge.