Design-Based Learning Approaches for Computational Thinking

Education systems intend to raise generations that produce digital solutions for our planet’s problems by providing students with computational thinking (CT) skills through programming activities. To realize this vision, children need to understand the needs and requirements of the beneficiaries in the digital products they will develop and produce solutions to these problems. Accordingly, design-based learning (DBL) can provide a framework for teachers who want to lead students in acquiring CT skills. Accordingly, this chapter suggests educational implications by focusing on integrating CT and DBL. The chapter begins with an overview of design thinking (DT) and definitions of DBL. Also, the chapter highlights the five key ideas found in DBL’s framework: (a) Authentic learning environment, (b) Learner-centered approach, (c) Inquiry and investigation, (d) Prototyping and iteration, (e) Fostering deep learning. Then, by touching on the disadvantages and advantages of DBL, the points that should be considered to expand its role in learning and teaching processes are emphasized. The chapter then summarizes the stages of design thinking (DT), providing an understanding of the methodological process that supports DBL. Following this introduction to DBL, examples of how it can help learners’ CT development are included. Thus, examples of how CT and DT can intersect are highlighted, and the potential benefits of combining the two approaches are emphasized. In conclusion, this chapter highlights the transformative potential of combining DBL and CT in educational contexts.