Design and Implementation of Co-design Pedagogical Scenarios for Learning Computational Thinking

Abstract

Recognizing effective approaches to communicate computational thinking (CT) ideas to K-12 learners is necessary. Co-design approach has been identified as an effective pedagogy for communicating CT ideas. However, there is a dearth of studies on co-design pedagogical scenarios. Hence, this study aimed at developing a CT learning co-design scenario, translate into artifact, and implement with Nigerian secondary school students.