Integrating computational thinking into the secondary curriculum

Abstract

Computational thinking is a set of thinking or problem-solving skills that are used to solve problems which encompass abstraction and complexity (Wing, 2006; Peckham, 2011). This problem-solving methodology does not address computing problems only; it can be applied across several subjects (Bundy, 2007; Henderson et al., 2007; Qualls & Sherrell, 2010). The aim of this research was to investigate the concept of computational thinking and how it can be integrated effectively in the secondary schools' curriculum. To this end a qualitative case-based research method was chosen. An eight session course was developed and tried out in a secondary school; the findings indicated the successful course design aspects and the potential areas of improvement. A purposive convenience sample of eleven male students was recruited from a secondary school and qualitative data were collected from artefacts produced by the participants, observations and informal feedback. The field notes and the informal feedback were analysed using Burnard's Thematic Analysis Framework (1991). Data analysis yielded two themes, namely: use of tools and session's pace and structure. Recommendations regarding research, integration in the secondary schools' curriculum and teacher training were set up in order to help educators understand computational thinking's validity and usefulness and therefore help students acquire these skills.