Abstract

First introduced by constructionist Seymour Papert [1], the term Computational Thinking (CT) was popularized by Jeannette Wing in 2006 as a new literacy encompassing specific critical thinking skills and dispositions used for problem solving in broad disciplines [2]. However, while CT is more readily adopted in science, technology, engineering and mathematics (STEM) education [3], other disciplines have been less inclined to explore the potential of CT for teaching and learning. In part, this resistance is due to the ambiguity of the definition of CT, as researchers have used variable meanings and elements to describe the concept. This research examines pre-service teachers’ CT in a video game building class.

Published in: London International Conference on Education (LICE-2016)

  • Date of Conference: 14-17 November 2016
  • DOI: 10.2053/LICE.2016.0045
  • ISBN: 978-1-908320-76-6
  • Conference Location: Heathrow Windsor Marriott Hotel, UK