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Introduction

In recent years, there has been a growing emphasis on incorporating computational thinking (CT) into the elementary and middle school curriculum to promote problem-solving and coding skills among students. CT is a fundamental skill that involves breaking down complex problems into smaller, more manageable parts and using algorithms and logical thinking to solve them. By integrating CT into the curriculum, students can develop valuable skills that are essential in today’s digital age.

Chapter 1: Overview
1.1 Introduction
1.2 Background of Study
1.3 Problem Statement
1.4 Objective of Study
1.5 Limitation of Study
1.6 Scope of Study
1.7 Significance of Study
1.8 Structure of the Thesis
1.9 Definition of Terms

Chapter 2: Literature Review
– Importance of computational thinking in education
– Current practices in integrating CT into elementary and middle school curriculum
– Benefits of promoting problem-solving and coding skills in students
– Challenges and barriers to integrating CT in schools
– Best practices and strategies for incorporating CT into the curriculum

Chapter 3: Research Methodology
– Research design and approach
– Sampling method and participants
– Data collection techniques
– Data analysis methods
– Ethical considerations
– Research limitations
– Validity and reliability of the study

Chapter 4: Discussion of Findings
– Analysis of data collected
– Comparison of findings with existing literature
– Implications for educational practice
– Recommendations for future research
– Practical implications for integrating CT in schools

Chapter 5: Conclusion and Summary
– Summary of key findings
– Conclusions drawn from the study
– Contributions to the field of education
– Recommendations for educators and policymakers
– Final thoughts on the integration of computational thinking in the curriculum

Thesis Overview:

The integration of computational thinking in the elementary and middle school curriculum is a topic of growing importance as we enter an increasingly digital and technological age. This thesis aims to examine the current practices, challenges, and benefits of incorporating computational thinking into the curriculum to promote problem-solving and coding skills among students.

The literature review will explore the importance of computational thinking in education, current practices in schools, benefits of promoting problem-solving and coding skills, challenges in integrating CT, and best practices for implementation. The research methodology section will outline the design, sampling methods, data collection techniques, and analysis methods used in the study.

The discussion of findings will analyze the data collected, compare it with existing literature, and provide practical implications for educators and policymakers. The conclusion will summarize the key findings, draw conclusions from the study, and offer recommendations for future research and practice.

Overall, this thesis aims to contribute to the field of education by providing insights into the integration of computational thinking in the curriculum and its impact on students’ problem-solving and coding skills. By examining the current practices and challenges, this study seeks to offer recommendations for improving the integration of CT in elementary and middle schools, ultimately preparing students for success in the digital world.

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