Integrating Computational Thinking and Empowering Metacognitive Awareness in Stem Education

Abstract

Education digitization highly enthuses learners for deeper learning and developing thought processes in formulating problems and their solutions effectively in their real-life circumstances. Implementing computational thinking skills through programming in Malaysian primary and secondary school STEM curriculum create huge challenges, especially among STEM educators. This study highlights the integration of four major theories in developing the Metacognitive Empowerment by Computational Thinking (ME-CoT) learning module by cultivating computational thinking through programming skills to promote metacognitive awareness in Biology students. Pilot research was conducted to investigate the reliability of the ME-CoT learning module. Since the study sample was less than 30 students then, the consistency of the measurements, Pearson’s r was calculated to identify stability reliability. Findings revealed that the ME-CoT learning module has very strong stability reliability with a value of r = 0.974 and provides advantages such as assisting students to understand the content of the lesson more actively and in a fun way.

Exploration of computational thinking skills: A case study of islamic senior high school students

“…This means that learning approaches must offer active, interactive learning that allows students to actively break down problems into smaller steps (decomposition) and recognize patterns in various contexts. These findings support cognitive ideas by allowing students to process information, and discover and apply their ideas (Markandan et al, 2022).…”

Building computational thinking through the incorporation of STEM education into the secondary curriculum in the Quindío department (Colombia)

“…Esto se debe no solo a la emergencia en la literatura de nuevos enfoques o posturas, sino la tendencia que ha experimentado en tiempos recientes la educación STEM con respecto a la integración de disciplinas, procesos y preocupaciones, que, si bien muchas no son nuevas, condicionan la manera en que se produce. Aspectos como el liderazgo educativo y su vínculo con el enfoque STEM (Hatisaru et al, 2023), el vínculo entre niveles educativos y las implicaciones de la selección temprana de los programas STEM (Dixon et al, 2020), la gamificación y el uso innovador de dispositivos electrónicos (Chu et al, 2021;Hu et al, 2023), la motivación por el aprendizaje y el logro de los objetivos educativos (Arievitch, 2020;Markandan et al, 2022), así como la preparación docente y su compromiso con el mejoramiento de la educación STEM (Çiftçi y Topçu, 2022;Yang et al, 2021).…”

Applying Competition-Based Learning to Stimulate Students’ Practical and Competitive AI Ability in a Machine Learning Curriculum

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