| CODE | TEM5016 | ||||||||||||||||
| TITLE | Introduction to Computational Thinking | ||||||||||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||||||||||
| MQF LEVEL | 7 | ||||||||||||||||
| ECTS CREDITS | 5 | ||||||||||||||||
| DEPARTMENT | Technology and Entrepreneurship Education | ||||||||||||||||
| DESCRIPTION | This study-unit introduces primary school teachers to CT as an educational approach. The focus is on developing CT as a foundational pedagogical strategy for problem-solving, reasoning, and logical structuring rather than on technology or coding. This study-unit lays the conceptual groundwork for subsequent study-units on AI, robotics, and creativity-focused projects in the postgraduate certificate. Topics covered include: - What is CT? Understanding its relevance in primary education. - CT as a Problem-Solving Framework: Decomposition, pattern recognition, abstraction, and algorithmic thinking. - CT Across the Primary Curriculum: Integration into mathematics, literacy, and science. - Unplugged Activities for Young Learners: Teaching CT through non-digital methods. - The Bebras Challenge: Introducing CT through accessible, engaging problem-solving tasks. - Fostering a CT Mindset: Encouraging persistence, debugging, and iterative thinking. By the end of this study-unit, teachers will be prepared to integrate CT effectively into their teaching and build upon this knowledge in subsequent study-units. Study-Unit Aims: - Provide a strong theoretical and practical foundation for teaching CT in primary education; - Equip educators with pedagogical strategies to develop problem-solving, logical reasoning, and critical thinking in young learners; - Introduce unplugged approaches to CT that do not rely on coding or digital tools; - Demonstrate the effectiveness of the Bebras Challenge in fostering CT skills. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Define CT and explain its core principles (decomposition, pattern recognition, abstraction, and algorithmic thinking) within the context of primary education; - Critically analyse how CT supports problem-solving across different subjects in the primary curriculum, including mathematics, science, and literacy; - Differentiate between unplugged CT activities and digital-based approaches, recognising the value of non-digital methods for introducing CT to young learners; - Explain the role of the Bebras Challenge in fostering problem-solving and logical thinking skills among primary students; - Evaluate pedagogical approaches for integrating CT into primary education and assess their effectiveness in supporting diverse learners; - Discuss the importance of fostering a CT mindset in young learners, emphasising perseverance, debugging, and iterative thinking. 2. Skills: By the end of the study-unit the student will be able to: - Design lesson plans that effectively integrate CT into core primary subjects using unplugged activities and age-appropriate methodologies; - Apply CT principles to develop innovative teaching strategies; - Implement Bebras Challenge tasks in the classroom, adapting them to various ability levels and learning styles; - Reflect critically on CT-based classroom interventions, evaluating student engagement, learning outcomes, and areas for improvement; - Communicate CT concepts effectively to young learners using age-appropriate language, activities, and examples; - Develop strategies to encourage creativity, collaboration, and resilience in students when engaging with CT tasks. Main Text/s and any supplementary readings: Main Texts: - Kong, S. C., & Abelson, H. (Eds.). (2022). Computational thinking education in K-12: Artificial intelligence literacy and physical computing. MIT Press. - Bers, M. U. (2018). Coding as a Playground: Programming and Computational Thinking in the Early Childhood Classroom. Routledge. - Bell, T., Witten, I. H., & Fellows, M. (1998). Computer Science Unplugged: Off-line Activities and Games for All Ages. - Wing, J. M. (2006). Computational Thinking. Communications of the ACM, 49(3), 33-35. Supplementary Readings: - Yadav, A., & Berthelsen, U. (Eds.). (2021). Computational thinking in education: a pedagogical perspective. Routledge. - Grover, S., & Pea, R. (2018). Computational Thinking: A Competency Whose Time Has Come. Computer Science Education, 28(1), 70-94. - Bebras Challenge Resources & Sample Tasks. - Brennan, K., & Resnick, M. (2012, April). New frameworks for studying and assessing the development of computational thinking. In Proceedings of the 2012 annual meeting of the American educational research association, Vancouver, Canada (Vol. 1, p. 25). |
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| STUDY-UNIT TYPE | Fieldwork, Online Learning and Group Learning | ||||||||||||||||
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| LECTURER/S | Christian Colombo Diane Vassallo |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
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