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http://dx.doi.org/10.14352/jkaie.2018.22.1.61

Fostering Primary Pre-service Teachers' Computational Thinking through Self-Assessment  

Kim, Misong (Dept. of Curriculum Studies, University of Western Ontario)
Choi, Hyungshin (Dept. of Computer Education, Chuncheon National University of Education)
Publication Information
Journal of The Korean Association of Information Education / v.22, no.1, 2018 , pp. 61-70 More about this Journal
Abstract
It is urgent in the context of the Fourth Industrial Revolution that students become creative and integrative thinkers. In this vein, in the last few years, drawing upon constructivism as an innovative learning paradigm, new coding curricula using MIT's Scratch have been introduced in the number of countries to enhance computational thinking (CT). However, constructivism encouraging collaborative and active learning may not be explicitly utilized in instructional design focusing mainly on learning to code as technical skills - some of which exist today in large numbers of school and after-school code activities. To respond to such a misleading way of developing CT through coding, the present study aims to propose the benefits of CT self-assessment rubrics for primary pre-service teachers within a CT course entitled "Problem Solving by Computational Thinking". Our findings show how meaningful collaborative CT self-assessment in a group impacts their learning of CT. We end this paper with the discussion of implications of our findings for CT assessment towards a new paradigm in education.
Keywords
computational thinking assessment; collaboration; self-assessment rubrics; coding education; pre-service teachers; learning paradigm;
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