Computational thinking in K–12 computer education: appropriate pedagogy

Abstract

ABSTRACT This study identified appropriate pedagogy for computational thinking in K–12 computer education. The Delphi technique was employed to collect different views, ideas and opinions derived a consensus from a panel of 12 international experts through a series of questionnaires. The experts have various experiences in computer science, computer education and computational thinking. After three rounds of survey, the expert panel identified a total of 13 appropriate teaching/learning strategies to develop computational thinking skills in K–12 computer education distributed among the nine skills of computational thinking: eight strategies derived from the 12 teaching and learning strategies in the first draft of the Delphi survey questionnaire and five strategies suggested and agreed by the panel. This study demonstrated the importance of finding an appropriate pedagogy for computational thinking with a focus on K–12 computer education.