Computational Thinking Development Challenges: Case Studies In Thai Primary Education

Abstract

Computational Thinking (CT) has been introduced in the Thai standard curriculum since 2017. In order to effectively support implementation of computing education, it is necessary to understand traditional classroom practices as well as challenges that teachers experience in CT development and assessment. The identification of challenges allows researchers to propose relevant learning enhanced technology to efficiently develop students’ CT skill. This study explored practical challenges and their importance in Grade 4th and 5 th classrooms in Thai schools by conducting a preliminary survey including case studies and a poll survey. The case studies were carried out to uncover the outlooks and perspectives of teachers on challenges and their current strategies to alleviate those challenges. The poll survey was conducted to measure and identify the top five challenges from the teachers’ perspective including: less time in the curriculum, lack of material, limited fundamental knowledge, lack of confidence and student differentiation. Practical strategies adopted in Thai CT Classroom were explored, and relevant learning enhanced technology was recommended for future study, which could be beneficial for researchers and responsible agencies to significantly improve the quality of CT education in Thailand.