Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/24062
Full metadata record
DC FieldValueLanguage
dc.contributor.authorVoon, Xin Peien
dc.contributor.authorWong, Su Luanen
dc.contributor.authorWong, Lung Hsiangen
dc.contributor.authorMas Nida Md Khambarien
dc.contributor.authorSharifah Intan Sharina Syed Abdullahen
dc.date.accessioned2022-05-24T05:41:58Z-
dc.date.available2022-05-24T05:41:58Z-
dc.date.issued2022-
dc.identifier.citationVoon, 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.2022.12.6.1650en
dc.identifier.issn2010-3689-
dc.identifier.urihttp://hdl.handle.net/10497/24062-
dc.description.abstractArgumentation 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.-
dc.language.isoenen
dc.relation.ispartofInternational Journal of Information and Education Technologyen
dc.rightsCopyright © 2022 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).-
dc.titleDeveloping computational thinking competencies through constructivist argumentation learning: A problem-solving perspectiveen
dc.typeArticleen
dc.description.versionPublished versionen
dc.identifier.doi10.18178/ijiet.2022.12.6.1650-
dc.subject.keywordArgumentationen
dc.subject.keywordComputational thinkingen
dc.subject.keywordComputational thinking competenciesen
dc.subject.keywordConstructivisten
dc.subject.keywordProblem-solvingen
item.languageiso639-1en-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.grantfulltextOpen-
item.openairetypeArticle-
item.cerifentitytypePublications-
item.fulltextWith file-
Appears in Collections:Journal Articles
Files in This Item:
File Description SizeFormat 
IJIET-12-6-529.pdf840.35 kBAdobe PDFThumbnail
View/Open
Show simple item record

Page view(s)

18
checked on Sep 29, 2022

Download(s)

10
checked on Sep 29, 2022

Google ScholarTM

Check

Altmetric


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.