Amos Oyelere Sunday
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.
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Digital Library
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Index Terms
- Design and Implementation of Co-design Pedagogical Scenarios for Learning Computational Thinking
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