Fostering 21st Century Competences through Computational Thinking and Active Learning: A Mixed Method Study

Autor/inn/en	Buitrago-Flórez, Francisco; Danies, Giovanna; Restrepo, Silvia; Hernández, Carola
Titel	Fostering 21st Century Competences through Computational Thinking and Active Learning: A Mixed Method Study
Quelle	In: International Journal of Instruction, 14 (2021) 3, S.737-754 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	21st Century Skills; Skill Development; Competency Based Education; Computer Science Education; Thinking Skills; Critical Thinking; Communication Skills; Creativity; Cooperation; Active Learning; Problem Based Learning; Student Centered Curriculum; Instructional Effectiveness; High School Students; Adolescents; Grade 11; Private Schools; Foreign Countries; Colombia (Bogota) + Suchen Sie Ihr Suchwort? Kompetenzentwicklung; Qualifikationsentwicklung; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Computer science lessons; Informatikunterricht; Denkfähigkeit; Kritisches Denken; Kommunikationsstil; Kreativität; Co-operation; Kooperation; Aktives Lernen; Problem-based learning; Problemorientiertes Lernen; Unterrichtserfolg; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; School year 11; 11. Schuljahr; Schuljahr 11; Private school; Privatschule; Ausland
Abstract	Traditionally, cognitive skills in mathematics and language have been described as key indicators for success. However, the social, technological, and economic changes that have occurred in the 21st century have made critical thinking, creativity, communication, and collaboration, key competences to face the challenges of a rapidly changing world. In this study, we developed a Computational Thinking (CT) curriculum based on student-centred pedagogical strategies to enhance these four competences. This curriculum was designed under the socio-cultural vision of learning, in which individuals interact in communities to build significant knowledge. An embedded mixed-method approach was implemented to evaluate improvements in competence development both in quantitative and qualitative ways in a sample of 42 students. The results indicate an encouraging increase in skills related to the competences of interest thanks to the implementation of a student-centred pedagogical curriculum based on CT. Additionally, by designing the curriculum under socio-cultural ideas of education the results show that the students and the teacher were able to form a community to facilitate teaching and learning. (As Provided).
Anmerkungen	Gate Association for Teaching and Education. e-mail: iji@ogu.edu.tr; Web site: http://e-iji.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01