The study explores the feasibility of developing a localized E-learning system to train computational thinking skills among teachers. Nevertheless, a preliminary investigation revealed an apparent lack of understanding of computational thinking skills in general among teachers. Malaysia has introduced computational thinking skills as part of a curriculum integration update to meet the global trends in 21st-century education, focusing on empowering digital literacy. Findings also revealed how participants appeared to have gained self-confidence, illustrated creativity on task and were self-critical throughout their participation in the study. Findings illustrate a direction in which novice indigenous children could learn and be informed about Computational thinking practices and skills through a mix of game-based learning, collaborative learning, problem-based learning, and project-based learning.

The intervention (treatment) group performed marginally better than the control group in the pre-test and were substantially better in the post-test performance. Findings showed that indigenous children's learning characteristics were primarily 'learning-by-making', collaborative, highly motivated, playful, curious, and imaginative while they attempted to learn Computational thinking. The study used observational field notes, comprehension checks, and participants' learning products as primary data sources. Through the study, they learned Computational thinking skills using localised instructional strategies, with Scratch™ as their tool to programme. Twenty-two children of an underprivileged Penan community living in a remote village in Sarawak Borneo participated.

It employs a quasi-experimental research design with pre-test and post-test instruments. The paper describes an exploratory case study on novice indigenous children's learning characteristics as they learn Computational thinking (CT) competencies, such as abstraction, decomposition, and algorithmic thinking.

Rpt sains tahun 1 2019