Developing Computational Thinking Competencies through Constructivist Argumentation Learning: A Problem-Solving Perspective

Abstract

Argumentation is a scientific literacy practice focused on developing scientific thinking skills associated with problem-solving. As computing has become an integral part of our world, computational thinking skills are requisite for successful problem-solving. The significant effect of computational thinking applications on the efficacy of scientific literacy practices is increasingly acknowledged. In this article, we propose a framework that conceptualizes the constructivist argumentation as a context for problem-solving by applying five computational thinking dimensions, viz. algorithmic design, decomposition, abstraction, evaluation, and generalization. The framework emphasizes two aspects, students’ problem-solving capability and quality of argumentation. Drawing from the literature on scientific argumentation and problem-solving, we argue that the application of computational thinking dimensions in science learning is currently overlooked in the instructional environment. To nurture higher order thinking skills and to engage effective problem-solvers, our framework incorporates four Computational Thinking-Argumentation design principles to support instructional innovation in the teaching and learning of science at the secondary school level, viz. 1) developing problem-solving competencies and building capability in solving uncertainties throughout scientific inquiry; 2) developing creative thinking and cooperativity through negotiation and evaluation; 3) developing algorithmic thinking in talking and writing; 4) developing critical thinking in the processes of abstraction and generalization.

Students' Proficiency in Computational Thinking Through Constructivist Learning Theory

“…Therefore, Ali and Yahaya (2020) emphasise the significance of the constructivist approach in computational thinking development, highlighting that constructivist learning theories can serve as a potent foundation in curriculum design and teaching methodologies to facilitate the growth of computational thinking in students. Voon et al (2022) highlight a robust and mutually beneficial correlation between computational thinking and constructivist learning. The integration of computational thinking principles into constructivist learning involves a series of steps: identifying problems, breaking them down into manageable stages, formulating credible solutions, engaging in structured argumentation to present these solutions, assessing and appraising arguments from others, and ultimately refining these International Journal of Mathematics and Mathematics Education arguments and original solutions through abstraction and generalisation of concepts.…”

Level of Computational Thinking and Technological Literacy Skills to Improve pre-Service Teacher Learning Innovation

“…Furthermore, intervention studies carried out with pre-service instructors indicate that demanding projects result in improved computational thinking abilities for all students, regardless of their initial level of ability (Peters-Burton et al, 2023). Prospective teachers' proficiency in computational thinking is a matter of concern, necessitating focused interventions and professional development programs to enhance their competency in this domain (H. Moon & Cheon, 2023).…”

Study Trends and Core Content Trends of Research on Enhancing Computational Thinking: An Incorporated Bibliometric and Content Analysis Based on the Scopus Database

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