Mapping Computational Thinking for a Transformative Pedagogy
The chapter presents learners’ understanding of Computational Thinking concepts through illustrative flowcharts. Undergraduate university students design, build, and program LEGO Mindstorms EV3 robots to solve problems set as robotic tasks in a symbolic disaster scenario. Post-task flowcharts representing mental models of Computational Thinking are drawn as students reflect upon their problem-solving processes. The flowcharts are then compared with the semiotic representation of the programmed solutions. It was ascertained that students were able to express recognition of the Computational Thinking concepts of modularity, decomposition, and algorithmic logic but had difficulty expressing explicit recognition of generalization and abstraction. Subsequent implications for teaching and learning are then addressed at length in terms of task design and pedagogy.
KeywordsComputational thinking Design Education Japan Learning Mindstorms Pedagogy Programming Seymour Papert Robots Tasks
The research is supported by JAIST kakenhi [grant number 15K01080]. Many thanks to students in the iVERG lab at Future University Hakodate, Japan.
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