Computational Thinking in Agricultural STEM-Based Project: A Case Study on the Impact of the Magnetcode Application Among Zambian Educators

Abstract

In the rapidly evolving landscape of education, the integration of computational thinking (CT) into STEM (Science, Technology, Engineering, and Mathematics) curricula has emerged as a pivotal strategy for enhancing educators in teaching and learning and preparing future generations for the demands of the 21st-century workforce. This study investigates the impact of the Magnetcode application on enhancing computational thinking (CT) skills among educators in Zambia. Open-ended interview, pre-test and post-test designs were employed to measure the impact and the effectiveness of computational thinking in agricultural STEM-based projects to Zambian educators in terms of knowledge and understanding of CT elements, basic design coding, circuit simulation, and the application of Magnetcode Microcontroller in STEM project. The results demonstrated significant improvements in all assessed areas. The percentage improvement ranges from 1.31% to 2.5%, with the highest improvement observed in the application of the Magnetcode microcontroller. The mean for the pre-test was significantly different from the test value of 0, with a mean difference of 27.69 and a 95% confidence interval of 25.39 to 29.99, supported by a t-value of 25.66 (p < .001). Integrating computational thinking and coding into STEM educational curricula can enhance teachers' understanding and skills in implementing STEM education in Zambia.

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Author Information
Sanura Jaya, SEAMEO RECSAM, Malaysia
Phiri Cornelius, Malcolm Moffat College of Education, Zambia
Parvinder Singh Amar Singh, SEAMEO RECSAM, Malaysia
Azman Jusoh, SEAMEO RECSAM, Malaysia