A review of teaching and learning approach in implementing Project-Based Learning (PBL) with Computational Thinking (CT)
Aslina Saad, Suhaila Zainudin
Abstract
This study delves into the integration of Project-Based Learning (PBL) and Computational Thinking (CT) to enhance 21st century learning. Through a Narrative Literature Review (NLR), pivotal strategies for effective implementation are identified. These include fostering collaborative pedagogy, employing visualization tools, embracing diverse inquiry approaches, providing scaffolding, integrating local materials, and incorporating framework elements. The findings highlight the significance of comprehensive frameworks and underscore areas for further research to enrich teaching practices. By adapting the PRISMA framework and reviewing relevant articles from 2017 to 2022, this study offers valuable insights for educators aiming to integrate PBL-CT successfully into their teaching methodologies. It emphasizes the need for constructivist and collaborative approaches to learning, along with the utilization of visualization tools to aid comprehension. Moreover, diverse inquiry approaches coupled with scaffolding techniques are crucial for effective learning outcomes. Integrating local materials and embracing framework elements further enhance the integration of PBL and CT. However, the study suggests that a more comprehensive framework addressing various aspects of PBL-CT integration remains underexplored, indicating a potential avenue for future research to enrich educational practices.