Recently, computer science or software education has become attractive to worldwide children and adolescents who their entire lives surrounded by and using computers. Although software education ultimately aims to develop their creative problem solving competencies based on computational thinking, most of its programs or courses overly focus on software coding or programing. Particularly, physical computing education ends with simple and fragmented easy-to-follow instruction which is far from experiencing creative problem solving or producing various creative outcomes.
This study aims to develop instructional design strategies of physical computing for K-12 students’ creative problem solving and validate them by expert review. From reviewing relevant literature and analyzing extant educational programs, we developed twelve instructional design strategies principles with four components. For internal validation, experts in various fields were asked to examine the instructional design strategies. Further empirical research is needed on how instructors design a physical computing course and learners react to the course design.