Introducing Computational Thinking Skills to Pre-Service Teachers Through an Origami-Based Activity

In this paper, we present a description and discussion of a pedagogical practice designed to support the resolution of an origami-based problem intended to introduce Computational Thinking skills to primary school pre-service teachers. The task requires pre-service teachers to determine the different ways in which a square sheet of paper can be folded into 2n parts of equal area and the path followed to achieve this. By identifying numerical patterns related to the minimal number of folds needed, they are encouraged to make conjectures about the structure of the unfolded paper at any given folding step and to develop algorithms describing the process leading to the final folded model. A reflective discussion is used to identify the Computational Thinking skills involved at each stage. In addition, an assessment based on Bebras-type tasks explores their ability to recognize Computational Thinking skills in other contexts. Results indicate that participants more readily recognized algorithm design and pattern recognition than decomposition and abstraction. The version presented here is an improved adaptation of an original design developed and refined through a lesson study-inspired cycle. Initially conceived as part of pre-service teacher preparation, the activity can later be transferred to classrooms.