Designing technology entrepreneurship education using computational thinking
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Designing technology entrepreneurship education using computational thinking Younah Kang 1 & Keeheon Lee 1 Received: 13 March 2020 / Accepted: 17 May 2020/ # Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract While Computational thinking (CT) has been adopted in various educational settings, it has not been fully utilized in entrepreneurship education. In particular, technology entrepreneurship education involves project-based learning for creating business value. To help students improve learning outcomes, we propose a new framework of entrepreneurship education that combines business model development and CT. We applied this framework to a capstone course for social innovation, in which undergraduate students were asked to define a social problem, develop a solution, and finally implement the appropriate products and services using Arduino, Raspberry Pi, sensors, and actuators. To evaluate the students’ learning outcomes, we conducted a survey and an interview after the course had finished. The results demonstrate that the students acquired various skills, including technical and implementation skills, and that their awareness of the broad applicability of computing increased. It was also determined that students’ self-efficacy in terms of their software development abilities increased as a result of the course. We discuss the benefits of the various strategies used in the design and implementation of the course and issues that need to be discussed further. Finally, we provide guidelines for designing and implementing CT-based project courses. Keywords Computational thinking . Project-based learning . Non-engineering students .
Social innovation . Entrepreneurship
* Keeheon Lee [email protected] Younah Kang [email protected]
1
Underwood International College, Yonsei University, Seoul, Republic of Korea
Education and Information Technologies
1 Introduction Project-based learning (PBL) or capstone-type courses have been popular in nearly every discipline in schools for many years. In PBL environments, students are given the opportunity to practice applying their content knowledge and workplace skills through working on authentic, contextualized problems and projects (Dunlap 2005). Capstone courses have most frequently been incorporated in engineering courses, providing student engineers the opportunity to solve real-world engineering problems (Dutson et al. 1997; McKenzie et al. 2004; Jenkins et al. 2002; Todd et al. 1995; Jones 2000). Different capstone programs have their own constraints and characteristics and vary greatly across disciplines, and researchers and educators have attempted to share their ideas about the design and implementation of capstone courses so that they can prepare students better for the practice of engineering and other fields (Todd and Magleby 2005; Hauhart and Grahe 2015). In special, a recent demand for seeking entrepreneurial opportunities in technology-based firms is pushing the engineering students to develop business models within the PBL cours
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