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ERIC Number: EJ1203698
Record Type: Journal
Publication Date: 2019-Feb
Pages: 6
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-2158-0502
Fostering Computational Thinking in Technology and Engineering Education: An Unplugged Hands-On Engineering Design Approach
Sung, Euisuk
Technology and Engineering Teacher, v78 n5 p8-13 Feb 2019
Computational thinking has been popularized in the last decade, particularly with the emphasis on coding education in K-12 schools. The core idea of computational thinking has a close relationship with technology and engineering education (TEE). TEE has emphasized the use of computing skills to solve problems, and integrative STEM education encourages the adoption of math and science to solve engineering problems. Therefore, this article will examine the relationship between computational thinking and TEE and address a way to teach computational thinking using an engineering-design instruction model. This article will present a practical approach to teach computational thinking strategies to TEE students using an unplugged learning experience. The unplugged approach has been addressed to teach core concepts of computer science through engaging games, puzzles, or solving real-life problems, using simple computer algorithms (CS Unplugged, n.d.). The lesson, titled "C-Boat," was designed to incorporate a hands-on engineering design activity with computational thinking practices. In the "C-Boat" lesson, students will use the computational thinking approach to accurately predict the outcome of their solution in the problem-solving process. This lesson shows how students apply mathematics and scientific knowledge and explains the relationship between scientific/mathematical knowledge and engineering design.
International Technology and Engineering Educators Association. 1914 Association Drive Suite 201, Reston, VA 20191-1539. Tel: 703-860-2100; Fax: 703-860-0353; e-mail: iteea@iteea.org; Web site: https://www.iteea.org/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: DRL1513248