The paper describes an exploratory case study on novice indigenous children's learning characteristics as they learn Computational thinking (CT) competencies, such as abstraction, decomposition, and algorithmic thinking. It employs a quasi-experimental research design with pre-test and post-test instruments. Twenty-two children of an underprivileged Penan community living in a remote village in Sarawak Borneo participated. Through the study, they learned Computational thinking skills using localised instructional strategies, with Scratch™ as their tool to programme. The study used observational field notes, comprehension checks, and participants' learning products as primary data sources. Findings showed that indigenous children's learning characteristics were primarily 'learning-by-making', collaborative, highly motivated, playful, curious, and imaginative while they attempted to learn Computational thinking. The intervention (treatment) group performed marginally better than the control group in the pre-test and were substantially better in the post-test performance. Findings illustrate a direction in which novice indigenous children could learn and be informed about Computational thinking practices and skills through a mix of game-based learning, collaborative learning, problem-based learning, and project-based learning. Findings also revealed how participants appeared to have gained self-confidence, illustrated creativity on task and were self-critical throughout their participation in the study. © 2020 The authors and IJLTER.ORG. All rights reserved.
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