Application of Computational Thinking for Teaching and Learning of Undergraduate Engineering Numerical Calculus

Abstract

The integration of Computational Thinking (CT) into numerical calculus for engineering may be regarded as a new approach for introducing numerical contents promoting a logical and structured form of reasoning. This study explores the reception of this integration by analyzing the insights derived from semi-structured interviews with students. A total of 65 students participated in the classroom sessions and 24 students participated in the interviews to reflect their feedback. The interviews illuminate both the strengths of the approach, such as the tangible benefits seen in algorithmic thinking, and areas for improvement, including the need for more diverse examples and a balanced focus between CT principles and mathematical techniques. The feedbacks, received from students, reveal the importance of real-world applications and the value of iterative curriculum design. This research provides ideas towards understanding the potential of CT in traditional academic disciplines and emphasizes the significance of students’ feedback in refining educational methodologies. The findings are intended to support educators when designing learning experiences in engineering education, more specifically, involving numerical calculus.