Mapping Computational Thinking and Programming Skills Using Technacy Theory

2020 ◽  
pp. 24-32
Author(s):  
Jayanti Nayak ◽  
Therese Keane ◽  
Kurt Seemann
Keyword(s):  
Computational Thinking ◽  
Programming Skills

scholarly journals Exploring Computational Thinking to Improve Energy-Efficient Programming Skills

2018 ◽  
Vol 197 ◽  
pp. 15011
Author(s):  
Yeni Anistyasari ◽  
Ekohariadi ◽  
Ari Kurniawan
Keyword(s):  
Statistical Analysis ◽  
Energy Efficient ◽  
Computational Thinking ◽  
Global Emission ◽  
Programming Skill ◽  
Before And After ◽  
Software And Hardware ◽  
Programming Skills ◽  
Teaching Learning ◽  
Efficient Software

The increasing of ICT utilization brought the increasing of energy consumption which causes global emission. In fact, ICT utilization produces two percent of global emission of CO2. Most studies focus on reducing global emission of CO2 through energy-efficient software and hardware utilizations. However, how to improve energy-efficient programming skills for students has not been investigated well. To address this issue, this work proposes exploring computational thinking which is a teaching learning model adopted computer works. Computational thinking is applied in Fundamental programming subject for eight meetings. Energy-efficient programming skill of students is evaluated before and after the implementation of computational thinking. In addition, the instruments to evaluate energy-efficient programming skill is adapted from previous related work. Finally, statistical analysis reveals that computational thinking improves student's skill in energy-efficient programming.

scholarly journals Robotics to develop computational thinking in early Childhood Education

Comunicar ◽  
2019 ◽  
Vol 27 (59) ◽  
pp. 63-72 ◽  
Author(s):  
Ana García-Valcárcel-Muñoz-Repiso ◽  
Yen-Air Caballero-González
Keyword(s):  
Computational Thinking ◽  
Thinking Skills ◽  
Kindergarten Students ◽  
Three Dimensions ◽  
Educational Robotics ◽  
Control Groups ◽  
Post Test ◽  
Quasi Experimental ◽  
Programming Skills ◽  
And Control

The development of programming skills is currently promoting from an early school age, trying to get children to take an active and creative role in the use of technologies. The objective of this article is to verify the repercussion of educational robotics activities on kindergarten students in the acquisition of computational thinking and programming skills. The research design is quasi-experimental, with pre-test and post-test measures, using experimental and control groups. The sample consists of 131 students from the second cycle of early education (between 3 and 6 years old), all from the same Spanish school. Computational thinking is measured through three dimensions: sequences (algorithms), action-instruction correspondence and debugging. The intervention sessions, as well as the structure of the challenges that were used in the pre- and post-test evaluations, were designed based on the reference program of robotics studies called “TangibleK”. The intervention, carried out doing learning activities using educational robotics resources, presents positive results in relation to the computational thinking skills achieved. The differences between the pre-test and the post-test in the experimental and control groups are statistically significant, in that children engaged in robotics program achieves a greater advance in the three dimensions of computational competence through this method. Actualmente se promueve el desarrollo de habilidades de programación desde una edad escolar temprana, tratando de que los niños adquieran un rol activo y creativo en el uso de las tecnologías. El objetivo de este trabajo es comprobar la repercusión del desarrollo de actividades de robótica educativa en la adquisición de habilidades de pensamiento computacional y programación en escolares de educación infantil. El diseño de la investigación es de tipo cuasi-experimental, con medidas pretest y postest, utilizando grupo experimental y control. La muestra la conforman 131 estudiantes del segundo ciclo de educación infantil (entre 3 y 6 años de edad) de un centro educativo español. El pensamiento computacional se mide a través de tres dimensiones: secuencias (algoritmos), correspondencia acción-instrucción y depuración. Las sesiones de intervención, así como la estructura de los retos que se utilizaron en las evaluaciones pre y postest fueron diseñadas tomando como base el programa de estudios en robótica denominado «TangibleK». La intervención, centrada en actividades de aprendizaje mediante recursos de robótica educativa, presenta resultados positivos en relación a las habilidades de pensamiento computacional logradas. Las diferencias encontradas entre el pre y postest en el grupo experimental son estadísticamente significativas y superiores a las presentadas en el grupo control, de modo que se concluye que los niños que realizan el programa de robótica consiguen un mayor avance en las tres dimensiones de la competencia computacional.

scholarly journals The CodeEazee Tool Support for Computational Thinking in Python

2018 ◽  
Vol 3 (3) ◽  
pp. 12
Author(s):  
Francisca Onaolapo Oladipo ◽  
Memunat A. Ibrahim
Keyword(s):  
Problem Solving ◽  
Computational Thinking ◽  
Third Party ◽  
Tool Support ◽  
Teaching Tool ◽  
Teaching System ◽  
The Third ◽  
Programming Tool ◽  
Programming Skills ◽  
Python Programming

This paper describes the development of CodeEazee, a problem solving, self- teaching tool for python programming which deploys templates and games. In this work, the authors conducted a survey to determine the factors responsible for the reduced interests of learners in programming, reviewed the various approaches used in teaching programming, and developed a python-for-python teaching system to teach programming skills, computational thinking, algorithms’ design, programming in general and Python programming specifically. The work would show how the third party environment had enabled users with limited or no programming experiences to design applications through peer supports, templates and gamification, embedded in a programming tool. 

Playing with Programming

2017 ◽  
pp. 261-277
Author(s):  
Anabela de Jesus Gomes ◽  
Álvaro Nuno Ferreira Silva Santos ◽  
César Paulo das Dores Páris ◽  
Nuno Cid Martins
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Computational Thinking ◽  
Main Concern ◽  
New Strategy ◽  
Principal Factors ◽  
Programming Skills ◽  
First Contact ◽  
Strategy Making

This chapter aims to present Code, a friendly environment where students without previous programming experience can explore core-programming concepts in a motivating manner. It consists of a platform style game where students can control a virtual robot having their first contact with the construction of small pseudocode blocks. Research in teaching and learning of programming present several reasons for the difficulties students face when starting programming. In this chapter we have pointed out some of them. The studies performed also indicated that the aspects related to problem solving are the principal factors to attack in order to solve this problem. However, the main concern is how to provide a motivating environment that engages the student in computational thinking and problem solving. Code Factory's main objective is to create a new strategy making learning more stimulating for the students emphasizing problem solving in order to help develop fundamental programming skills.

scholarly journals Analysis of Programming Skills Concept in Developing Problem Solving Skills

2019 ◽  
Vol 25 (1) ◽  
pp. 43-51
Author(s):  
Rina Harimurti ◽  
Ekohariadi Ekohariadi ◽  
Munoto Munoto ◽  
I Gusti Putu Asto B ◽  
Elizabeth Titiek Winanti
Keyword(s):  
Problem Solving ◽  
Programming Languages ◽  
Formal Education ◽  
Computational Thinking ◽  
Integrated Approach ◽  
Thinking Skills ◽  
School Curriculum ◽  
School Students ◽  
Problem Solving Skills ◽  
Programming Skills

Programming refers to a set of processes of writing, testing and correcting the program code aimed at creating a program that can do certain works in accordance with the programmer’s instructions, it requires the mastery of algorithms, logic and programming languages. This study discusses the concept of programming skills to develop problem solving skills, which focuses on secondary school students. Various activities allow students to collaborate and develop problem solutions. Some previous studies suggest that students can obtain knowledge and programming skills through formal and non-formal education even though formal education shows better results of students’ attainments. Given a basic programming skills, students are expected to have a high level of reasoning for their better problem solving skills to solve complex problems using computers through an integrated approach between thinking skills and computational thinking (CT). Computer programming has the effect of reasoning abilities for students, problem solving and self-efficacy. Currently, programming-based computation has been introduced in school curriculum at different levels. Consequently, teachers are required to teach relevant materials relevantly to the current curriculum.

scholarly journals Methodological Process for the Teaching of Computer Programming based on Computational Thinking: Case Study

2018 ◽  
Vol 1 (2) ◽  
pp. 165
Author(s):  
Emmanuel Lopez-Neri ◽  
Estela Torres-Santoyo
Keyword(s):  
Problem Solving ◽  
Undergraduate Students ◽  
Traditional Method ◽  
Computer Programming ◽  
Computational Thinking ◽  
Analytical Thinking ◽  
Programming Skills ◽  
Thinking Process ◽  
Problem Solving Process

In academia, it is common to identify the problem solving process based on computational thinking, as the traditional method of programming teaching. However, students would first have to develop the four types of thinking involved in this process, in order to develop successfully the programming skills. Therefore is required from the beginning of the learning process a method that provides students with a contextualization, allowing the configuration of their own language, which propitiates the development of analytical thinking for the construction of solutions for increasingly complex problems. This paper describes a methodological process of computer programming teaching based on the computational thinking process, by integrating components that promote the development of analytical thinking. Finally, we present a case study with STEM undergraduate students as participants.

scholarly journals Análisis del “pensamiento computacional” desde una perspectiva educativa

2021 ◽  
Vol 21 (68) ◽  
Author(s):  
J. Ángel Velázquez Iturbide ◽  
Mercedes Martín Lope
Keyword(s):  
World Wide ◽  
Qualitative Content Analysis ◽  
Computational Thinking ◽  
Mental Activity ◽  
Computing Education ◽  
Body Of Knowledge ◽  
Educational Implications ◽  
Programming Skills ◽  
Primary Materials ◽  
Selection Of

Desde la aparición del término “pensamiento computacional” hace aproximadamente quince años, se ha consolidado internacionalmente como una tendencia en el mundo educativo preuniversitario. Su imprecisión dificulta la celebración de un debate sobre su papel curricular, algo que se echa especialmente de menos en España. El artículo pretende contribuir a aclarar el significado de “pensamiento computacional” y sus implicaciones educativas. Se ha realizado un análisis cualitativo de contenido, utilizando como materiales primarios las definiciones realizadas por una selección de autores e instituciones destacados. Se han analizado tres aspectos: definición, características y elementos, y ámbito de conocimiento. Se han encontrado dos componentes comunes a las definiciones analizadas: la referencia a una “actividad mental” y la inclusión de habilidades de programación. Sin embargo, difieren en la inclusión de otros elementos, que pueden clasificarse como conocimientos, actitudes o competencias. El artículo debate las consecuencias de una definición basada en una “actividad mental” en lugar de constructos educativos. Se concluye que el debate sobre la educación preuniversitaria de la informática debería basarse en un lenguaje educativo más preciso, así como en los actuales conocimientos de los campos de conocimiento de la pedagogía, la informática y la didáctica de la informática. The term “computational thinking” emerged fifteen years ago and has world-wide become popular as a tendency in the pre-university educational scope. Its looseness makes difficult to hold a debate on its curricular role, a lack which is especially severe in Spain. The article aims at contributing to clarifying the meaning of “computational thinking” and its educational implications. We conducted a qualitative content analysis, using the definitions provided by a selection of outstanding authors and institutions as primary materials. Three aspects were analyzed: definition, features and elements, and scope of knowledge. We have found two common components: the reference to a “mental activity” and the inclusion of programming skills. However, the definitions differ in the inclusion of other elements, which can be classified as knowledge, attitudes or competences. The article discusses the consequences of a definition based on a “mental activity” rather than educational constructs. We conclude that the debate on pre-university computing education should be based on a more precise terminology, as well as current body of knowledge in pedagogy, computing and didactics of computing.

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