Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/24062
Title: 
Authors: 
Keywords: 
Argumentation
Computational thinking
Computational thinking competencies
Constructivist
Problem-solving
Issue Date: 
2022
Citation: 
Voon, X. P., Wong, S. L., Wong, L.-X. , Mas Nida Md. Khambari, & Sharifah Intan Sharina Syed-Abdullah. (2022). Developing computational thinking competencies through constructivist argumentation learning: A problem-solving perspective. International Journal of Information and Education Technology, 12(6), 529-539. https://doi.org/10.18178/ijiet.2022.12.6.1650
Journal: 
International Journal of Information and Education Technology
Abstract: 
Argumentation is a scientific literacy practice focused on developing scientific thinking skills associated with problem-solving. As computing has become an integral part of our world, computational thinking skills are requisite for successful problem-solving. The significant effect of computational thinking applications on the efficacy of scientific literacy practices is increasingly acknowledged. In this article, we propose a framework that conceptualizes the constructivist argumentation as a context for problem-solving by applying five computational thinking dimensions, viz. algorithmic design, decomposition, abstraction, evaluation, and generalization. The framework emphasizes two aspects, students’ problem-solving capability and quality of argumentation. Drawing from the literature on scientific argumentation and problem-solving, we argue that the application of computational thinking dimensions in science learning is currently overlooked in the instructional environment. To nurture higher order thinking skills and to engage effective problem-solvers, our framework incorporates four Computational Thinking-Argumentation design principles to support instructional innovation in the teaching and learning of science at the secondary school level, viz. 1) developing problem-solving competencies and building capability in solving uncertainties throughout scientific inquiry; 2) developing creative thinking and cooperativity through negotiation and evaluation; 3) developing algorithmic thinking in talking and writing; 4) developing critical thinking in the processes of abstraction and generalization.
URI: 
ISSN: 
2010-3689
DOI: 
File Permission: 
Open
File Availability: 
With file
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