Studying Computational Thinking through Collaborative Design Activities

Abstract

Previous studies have focused on examining individuals’ computational thinking (CT) practices in varied learning contexts. This study aims to expand the current framework of CT by investigating how CT is practiced through collaborative design activities with Scratch. Using a mixed methods design, including video-recorded class observations, artificat analysis, this microethnographic study proposes collaborative CT by examining students’ interactions and learning processes in a middle school classroom. By identifying the patterns of CT practices which emerged through collaborative design activities, this study informs how CT is socially practiced in small groups.