Promoting Undergraduate Pre-Service Teacher Computational Thinking

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dc.contributor.authorPimdee, Paitoon
dc.contributor.authorPipitgool, Sawitree
dc.date.accessioned2026-08-06T10:40:48Z
dc.date.available2026-08-06T10:40:48Z
dc.date.issued2023-02-01
dc.description.abstractThe study aimed to evaluate the results of a computational thinking (CompThink) and learning management model using a flipped classroom (FC), combined with critical thinking problem-solving (CTPS) activities. The sample consisted of 57 thirdyear Thai computer studies (CS) pre-service teachers (PST) (29 = control group, 28 = experimental group). The mean scores of CompThink and Academic Achievement were analysed using a One-way MANOVA. Post-course testing revealed that learning achievement and CompThink were higher than students studying using traditional methods.
dc.identifier.citationTEM Journal, 12(1), 540-549, 2023
dc.identifier.doi10.18421/TEM121-64
dc.identifier.issn22178309
dc.identifier.other2-s2.0-85149675231
dc.identifier.urihttps://dspace.kmitl.ac.th/handle/123456789/14235
dc.sourceTEM Journal
dc.subjectcomputational thinking
dc.subjectcritical thinking
dc.subjectflipped classroom
dc.subjectstudent-teacher
dc.subjectThailand
dc.titlePromoting Undergraduate Pre-Service Teacher Computational Thinking
dc.typeArticle

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