COMPUTATIONAL THINKING COMPETENCY OF STUDENTS IN STEM ROBOTICS EDUCATION: AN OVERVIEW AND A PROPOSED COMPETENCY FRAMEWORK FOR VIETNAMESE STUDENTS

COMPUTATIONAL THINKING COMPETENCY OF STUDENTS IN STEM ROBOTICS EDUCATION: AN OVERVIEW AND A PROPOSED COMPETENCY FRAMEWORK FOR VIETNAMESE STUDENTS

Ta Thanh Trung* kv.trungtt@hcmue.edu.vn Ho Chi Minh City University of Education 280 An Duong Vuong, Ward 4, District 5, Ho Chi Minh City, Vietnam
Truong Dinh Trung dinhtrung407@gmail.com Ho Chi Minh City University of Education 280 An Duong Vuong, Ward 4, District 5, Ho Chi Minh City, Vietnam
Summary: 
In the context of rapid technological development, computational thinking is a crucial competency in STEM education, helping students solve problems and adapt to the future labor market. This study reviews literature, analyzes international research, and observes practical situations at five lower secondary schools in Ho Chi Minh City to assess the manifestation of computational thinking competency in STEM Robotics education. Based on international criteria and practical data, the study proposes a computational thinking competency framework consisting of six main components (pattern recognition, problem decomposition, algorithm design, abstraction, generalization, debugging) with 25 specific criteria. This framework provides a scientific basis for designing STEM Robotics programs suitable for Vietnamese students, while expanding the application of computational thinking in STEM education. The study results not only guide curriculum development but also lay the foundation for experimental research and quantitative standardization of computational thinking competency in Vietnamese education.
Keywords: 
competency assessment
Competency framework
computational thinking competency
STEM Robotics education.
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