Computational Thinking (CT) towards Creative Action: Developing a Project-Based Instructional Taxonomy (PBIT) in AI Education

Chunfang Zhou, Wei Zhang

Research output: Contribution to journalJournal articleResearchpeer-review

4 Downloads (Pure)

Abstract

This paper aims to develop a new model of Project-Based Instructional Taxonomy (PBIT) that provides a tool of course design that facilitates Computational Thinking (CT) development as creative action in solving real-life problems. Theoretically, PBIT is built on an integrative framework bringing together with studies on CT education, creativity, Bloom’s Taxonomy, and Project-Based Instruction (PBI). This guides the course design to make alignment between diverse elements including education objectives, categories of CT, levels of learning ability, process of project facilitation, and methods of grading. A case will be discussed that focuses on a course Deep Learning and Technologies in AI bachelor program at Northeastern University (NEU) in China. It also shows how PBIT is applied in teaching practice that benefits students’ CT development. As the conclusion indicates, this paper has contributions to future research on creativity, PBI, CT, and AI education.

Original languageEnglish
Article number134
JournalEducation Sciences
Volume14
Issue number2
Number of pages14
DOIs
Publication statusPublished - 2024

Keywords

  • AI education
  • Bloom’s Taxonomy
  • Computational Thinking (CT)
  • Project-Based Instruction (PBI)
  • course design
  • creativity

Fingerprint

Dive into the research topics of 'Computational Thinking (CT) towards Creative Action: Developing a Project-Based Instructional Taxonomy (PBIT) in AI Education'. Together they form a unique fingerprint.

Cite this