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Effect of design-based learning on elementary students computational thinking skills in visual programming maker course

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Interactive Learning Environments 2023年第6期31卷 3633-3646页

作者： Matere, Isaac M. Weng, Cathy Astatke, Melese Hsia, Chih-Hsien Fan, Chen-Guo Department of digital learning and Education National Taiwan university of Science and Technology Taipei Taiwan Department of Computer Science and Information Engineering National Ilan University Yilan City Taiwan

Recently there has been a change in elementary curricula to focus on computational thinking, however, a good curriculum needs to be matched with good learning or teaching strategies. This study explores design-based learning (DBL) in elementary students to examine the development of computational thinking and to support knowledge construction in designing final products. An experimental design was used with 64 students;divided into experimental and control groups. The experimental group used a DBL approach with worksheets aimed at students designing their own final product design, while the control group was taught by the traditional approach with worksheets for redoing, practicing and designing their final product. Pre and posttests were used for data collection and evaluation scheme developed to score the final product. The finding showed no significant difference in the development of computational thinking between the two groups. However, there was a significant difference in designing the final product between the two groups. Therefore, DBL supported elementary students in designing the final product although redesigning curricula by integrating both teaching methods is suggested for the greater achievement of computational thinking. © 2021 Informa UK Limited, trading as Taylor & Francis Group.

关键词： computational-thinking design-based learning Elementary students final product teaching methods

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Solving Everyday Challenges in a computational Way of thinking 10th

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10th International Conference on Informatics in Schools - Situation, Evolution, and Perspectives (ISSEP)

作者： Standl, Bernhard TU Wien Inst Software Technol & Interact Syst Vienna Austria

ISBN: (纸本)9783319714837;9783319714820

Over a decade, computational thinking (CT) has been in the focus of educators and researchers in computer science. During this period of time, the term has been developed in different ways, reaching from a fundamental idea for finding a definition what problem-solving in computer science is about to a very particular view that CT is a required skill to code software applications. This paper presents results of the Fulbright project coThink - computational thinking carried out at the Missouri State University in Springfield, MO, USA which was based on the research question: How can CT be utilized with computer science algorithms for challenging real-life situations? As a result of a literature review, a CT five-step problem-solving process aimed at improving students' awareness to handle everyday life situations was identified. It was further integrated in classroom lessons, where it was applied at four student groups and evaluated mixing qualitative (analysis of worksheets) and quantitative methods (questionnaire) at a sample size of n = 75. Results showed that students frequently discovered a good approximation to solve real-life challenges following computer science algorithms but we also came to the conclusion to revise our problem-solving process.

关键词： computational-thinking Problem-solving Classroom research

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Equipping Math & Computer Teachers with CT Skills in Meghe Group of Schools

Equipping Math & Computer Teachers with CT Skills in Meghe G...

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第八届APSCE计算思维与STEM教育国际会议

作者： Geeta GHORMADE Sabitha VINOD Meghe Group of Schools

This paper is about how Meghe Group of Schools(MGS) in Vidarbha,Maharashtra,India,integrated computational thinking(CT) into their curriculum across all the *** 2017,MGS adopted CT and initiated capacity building of teachers in CT through well-structured professional development *** professional development program aims to give students the skills they need for the 21st century by integration of CT into Math and ICT *** has centralized academic framework managed by the Resource Centre of the *** program encompasses in-house master trainers,structured pedagogies,and hands-on workshops,significantly impacting over 20,000 students and 750 teachers across 13 *** fostering critical,creative,and computational thinking,the initiative not only enhances teaching and learning processes but also prepares students for future *** paper outlines the adoption of CT,professional development of teachers,and the measurable outcomes of the program,including enhanced teacher efficacy and student *** on the successes and learnings,the paper concludes with future directions for scaling and deepening CT integration within and beyond Math and ICT subjects.

关键词： computational-thinking Professional Development Curriculum Integration Teacher Training

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Introducing Middle School Students to Programmable Sensor Technologies Through an Immersive Experience 20

Introducing Middle School Students to Programmable Sensor Te...

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Proceedings of the 51st ACM Technical Symposium on Computer Science Education

作者： Alexandra Gendreau Chakarov University of Colorado Boulder Boulder CO USA

ISBN: (纸本)9781450367936

Integrating computational thinking into middle school science classes through the use of programmable sensor technologies requires that students are familiar with the sensors and how the sensors can help them figure out the answers to their scientific questions. However current best practice in science education integrates science content and scientific practices (i.e. planning an investigation using the sensors) instead of teaching the practices first. In addition, the goal is to have the students recognize that the sensors would be useful for answering their current questions. To address this issue, I collaboratively designed a week long sensor immersion experience with middle school science teachers as part of a larger design based implementation research project that creates middle school science units that integrate computational thinking using these sensors. Through our observations and reflections with teachers, the necessity of a unit that introduces the students to the sensors became apparent. Working with the teachers, we developed a sensor immersion experience centered around the investigation of a classroom data display that illustrates information about the classroom environment using lights and sound. The data display was constructed using the programmable sensor technologies available to the students and the unit involved them creating and refining a model of how the classroom data display worked. This unit was implemented during the first three months of the 2019/2020 school year and preliminary results suggest that students have a better sense of the capabilities of the sensors and how they can help them in their scientific inquiry.

关键词： computational-thinking sensors middle school-science micro:bit

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FLAMES: A Socially Relevant Computing Experience for High School Students 20

FLAMES: A Socially Relevant Computing Experience for High Sc...

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Proceedings of the 51st ACM Technical Symposium on Computer Science Education

作者： Amy Isvik North Carolina State University Raleigh NC USA

ISBN: (纸本)9781450367936

In this poster, I examine a two-pronged, female-oriented, high school computing outreach program, FLAMES, incorporating 1) workshops throughout the school year and 2) an 8-week high school summer intern program run within the Game2Learn lab at North Carolina State University. I focus on examining the effects of the program on students' skills and affect towards computing. Literature has shown that socially relevant themes in computing are engaging for women and underrepresented minorities. Students understanding how these themes connect to computer science helps broaden their view of computing and increases their interest in pursuing a computing career. This initiative uses socially relevant themes, specifically around the context of developing educational tools and block-based programming activities for use in K-12 classrooms. High school students were trained to assist North and South Carolina teachers with the development of computational thinking-infused curricula for their science, math, English, and social studies classrooms. Additionally, summer students assisted in research labs alongside undergraduate researchers, aiding in field study observations, software testing, and data classification. This poster presents the design of the program, an overview of the curriculum, and results including both student and teacher feedback. Results show that the outreach program has benefited each of the parties involved, including its student participants, researchers, and the teachers assisted by the participants. I share lessons learned from this experience in order to help other CS departments develop similar broadening participation in computing programs.

关键词： computational-thinking internship

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Increasing Understanding of Students' Programming Process through Scratch Programming Event Data Analysis 20

Increasing Understanding of Students' Programming Process th...

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Proceedings of the 51st ACM Technical Symposium on Computer Science Education

作者： Minji Kong University of Delaware Newark DE USA

ISBN: (纸本)9781450367936

computational thinking (CT) is a problem solving approach that is becoming prominent in educational settings. To help ease students into the world of programming, visual programming tools such as Scratch are used. Researchers are also developing various tools in an attempt to assess students' proficiency in thought processes that make up CT. However, current existing tools mainly utilize students' final code products when evaluating their demonstration of CT, losing their opportunity to understand students' actual learning and programming procedures. This work presents a logging methodology that records programming actions of students in the Scratch block coding environment to enable an in-depth analysis of students' programming process. With this logging methodology, we conducted a case study with introductory programmers to study how the logs of students' programming processes can provide insight into how they practice CT during programming.

关键词： block-based-programming novice-programmer-learning computational-thinking logging

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Numeric Line: A Codimo's Activity 23rd

Numeric Line: A Codimo's Activity

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23rd Argentine Congress of Computer Science (CACIC)

作者： Graziani, Luciano Anahi Cayu, Gabriela Emanuel Sanhueza, Matias Molinari, Enrique Univ Nacl Rio Negro Sede Atlantica Viedma Rio Negro Argentina

ISBN: (纸本)9783319752143;9783319752136

computational thinking is a fundamental skill for everyone, not just for computer scientists. Teaching computational thinking in primary and secondary school will not only help to inspire kids to continue their studies in Computer Science, but also will provide a set of valuable skills to use during their professional life in the Computer Science field or in any other field. In this work we present a Codimo's activity called Numeric Line. This activity was designed for students between 6 and 8 years old and with the goal of encourage, in a transparent way, one of the aspect of computational thinking: Algorithm design. The students play using a set of simple blocks (commands), trying to put a number in a numeric line, moving it across a maze. With this, the student reinforce their knowledge taught in classroom about natural and integer numbers, using computational thinking.

关键词： Codimo Education computational-thinking Learning-objects Programming-for-kids Javascript

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