Preservice teachers’ use of computational thinking to facilitate inquiry-based practical work in multiple-deprived classrooms

HIGHLIGHTS

• who: Tsakeni from the University of the Free State, SOUTH AFRICA have published the article: Preservice Teachers’ Use of Computational Thinking to Facilitate Inquiry-based Practical Work in Multiple-deprived Classrooms, in the Journal: (JOURNAL)
• what: It is against this background that this study explored how preservice science teachers used computational thinking as a problem-solving strategy when facilitating IBPW in multiple-deprived classrooms. The group reflected as follows: For example, in the project where the authors determine the relationship between the voltage and the current. The limitation of the study is that the lesson . . .
  

   

  

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