Designing Online Course Components to Infuse Computational Thinking in Computer Science
PROCEEDINGS
Li Xu, Betül Czerkawski, University of Arizona South, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Montréal, Quebec, Canada ISBN 978-1-880094-98-3 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
Abstract
There is a need for undergraduate STEM students to develop high-order thinking and metacognitive skills in problem solving, which is verified by program accreditation documents and employer requirements. In this paper, we present a framework for designing online Computer Science (CS) course component to infuse core computational thinking (CT) skills with CS course content. When designing online CS course components, we apply the preference matrix design tool to organize course materials and make connections between CS and computational thinking. The explicit connection between computational thinking and CS course content deepens students’ understanding on computational thinking in problem solving.
Citation
Xu, L. & Czerkawski, B. (2012). Designing Online Course Components to Infuse Computational Thinking in Computer Science. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2012--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 1 (pp. 459-464). Montréal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved March 26, 2023 from https://www.learntechlib.org/primary/p/41634/.
© 2012 Association for the Advancement of Computing in Education (AACE)
Keywords
References
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