Pedagogical Approaches in Computational Thinking-Integrated STEAM Learning Settings: A Literature Review

This research study provides the first comprehensive and critical literature review of K–12 Filipina/o American curricula found in formal and informal educational settings. Thirty-three Filipina/o American curricula representing a diverse array of authors, audiences, content, and pedagogical approaches were reviewed. The authors of this study developed a “Critical Framework of Review” rooted in critical pedagogy in order to analyze the historical development of Filipina/o American curricula along with an analysis of major topics, concepts, guiding theoretical frameworks, pedagogical approaches, and outcomes. The review concludes with a discussion and summary of the overarching themes of Filipina/o curricular content, instruction, and impact gained from this study and recommendations for the application, development, distribution, and research of more Filipina/o American K–12 curriculum resources.

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Computer Science Unplugged: A Systematic Literature Review

Journal of Educational Technology Systems ◽

10.1177/00472395211018801 ◽

2021 ◽

pp. 004723952110188

Author(s):

Ali Battal ◽

Gülgün Afacan Adanır ◽

Yasemin Gülbahar

Keyword(s):

Literature Review ◽

Computer Science ◽

Systematic Literature Review ◽

Computational Thinking ◽

Thinking Skills ◽

Inclusion Criteria ◽

Relevant Research ◽

Tangible Programming ◽

Review Procedure ◽

Research Studies

The computer science (CS) unplugged approach intends to teach CS concepts and computational thinking skills without employing any digital tools. The current study conducted a systematic literature review to analyze research studies that conducted investigations related to implementations of CS unplugged activities. A systematic review procedure was developed and applied to detect and subsequently review relevant research studies published from 2010 to 2019. It was found that 55 research studies (17 articles + 38 conference proceedings) satisfied the inclusion criteria for the analysis. These research studies were then examined with regard to their demographic characteristics, research methodologies, research results, and main findings. It was found that the unplugged approach was realized and utilized differently among researchers. The majority of the studies used the CS unplugged term when referring to “paper–pencil activities,” “problem solving,” “storytelling,” “games,” “tangible programming,” and even “robotics.”

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The Big Why of Implementing Computational Thinking In STEM Education: A Systematic Literature Review

Malaysian Journal of Social Sciences and Humanities (MJSSH) ◽

10.47405/mjssh.v6i3.706 ◽

2021 ◽

Vol 6 (3) ◽

pp. 272-289

Author(s):

Norhafizan Abdul Wahab ◽

Othman Talib ◽

Fazilah Razali ◽

Nurzatulshima Kamarudin

Keyword(s):

Literature Review ◽

Stem Education ◽

Systematic Literature Review ◽

Web Of Science ◽

Meta Analysis ◽

Computational Thinking ◽

Considerable Effect ◽

Research Gaps ◽

Prisma Statement

Computational Thinking (CT) has been increasingly embraced as a reformation in STEM education. This paper discusses why the implementation of CT would have a considerable effect on STEM education. The first objective of this systematic literature review is to identify the subjects that incorporate the most elements of CT in STEM education. Secondly, it aims to provide an overview of CT practices in the classrooms. Finally, the major findings of this study seek to discuss the benefits and challenges of the use of CT in STEM education. Fifteen articles were methodically selected from Scopus, Web of Science, Dimensions, and Google Scholar databases as the relevant studies to be discussed in this systematic study, based on the PRISMA Statement (Preferred Reporting Items for Systematic Reviews and Meta-Analysis) review technique. This review identifies current research gaps and directions for the practice and implementation of CT in STEM education. Further analysis of the articles has contributed to a conclusion that CT has become more widespread and multi-disciplinary and seems to have propagated improvements in STEM education. Still, a new study is required, especially on long-term implications.

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Efektivitas Penerapan Full Day School di Sekolah Menengah

Jurnal Ecogen ◽

10.24036/jmpe.v3i3.9997 ◽

2020 ◽

Vol 3 (3) ◽

pp. 449

Author(s):

Miftah Afifah Zafar ◽

Armida S

Keyword(s):

Academic Achievement ◽

Literature Review ◽

Secondary School ◽

Secondary Schools ◽

Day School ◽

Learning Objective ◽

Religious Activities ◽

Effective Level ◽

Full Day ◽

Pedagogical Approaches

The literature review result article aims to determine the application of full day school in secondary schools. In this study the authors used a type of libary research with philosophical and pedagogical approaches. The results of the literature review found, the authors found that the application of full day school in secondary schools had reached a high or very effective level of qualification of 92% with the achievement of learning objective namely an increase in academic achievement of 87,5% and the formation of student characters reaching 92% in implementing this full day school. While the integrity in the implementation of full day school hs been running optimally and received a good response from parents of students as well as students and teacher and educators involved in implementing full day school. Furthermore, the adaptation of the application of full day school to the field conditions has reached 80% effective level with the maximum running of intracuricular activities, extracuricular activities, and religious activities, buth the curricular activities in implementing full day school have not reached good implementation.Keywords : effectiveness, full day school, secondary school.

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Comparative study on current recommendations on technologies for the Teaching of Mathematics in Brazil and Portugal

Acta Scientiae ◽

10.17648/acta.scientiae.6002 ◽

2020 ◽

Vol 22 (6) ◽

Author(s):

Marcelo De Oliveira Dias ◽

Leonor Santos

Keyword(s):

Literature Review ◽

Digital Literacy ◽

Computational Thinking ◽

Documentary Analysis ◽

Data Collection And Analysis ◽

Curriculum Guidelines ◽

Reform Processes ◽

Teaching Of Mathematics ◽

Definition Of ◽

Control And Management

Background: The general guidelines of the prescribed Mathematics curricula in force in Brazil and Portugal emphasise the use of digital technologies for Mathematics Education to meet the demands of the globalised world. Objectives: To analyse perspectives expressed in the documents and speeches that circulated in the reform processes of the curricular guidelines. Design: Comparative research for the analysis of recent reforms concerning the recommendations on the use of technologies. Setting and participants: Literature review and documentary analysis of the curriculum guidelines in Brazil for the final years of elementary school in Brazil and for the last year of the 2nd cycle and the entire 3rd cycle in Portugal. Data collection and analysis: Qualitative documentary analysis, the categories of analysis emerged from the literature review and trends that are under discussion and will compose the reference framework of the Mathematics Project 2030. Results: In the Digital Literacy category, we observed an emphasis on digital applications aiming at changing the framework, representation and unclear communication of the real objectives; and in the Computational Thinking category, we observed a focus on building algorithms in a limited and very specific way and using language, aiming at the development of mathematical logical thinking in structuring digital applications, in formulating and solving problems. Conclusions: The study raised the need to discuss issues related to the clear definition of objectives, the emphasis on the adoption of software primarily for illustration, limits on the connection between computational thinking and algebraic language, and the focus on rigour in the development of skills for control and management.

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Analyzing Current Visual Tools and Methodologies of Computer Programming Teaching in Primary Education

Advances in Early Childhood and K-12 Education - Teaching Computational Thinking in Primary Education ◽

10.4018/978-1-5225-3200-2.ch011 ◽

2018 ◽

pp. 201-229

Author(s):

Serhat Altiok ◽

Erman Yükseltürk

Keyword(s):

Creative Thinking ◽

Computer Programming ◽

Collaborative Work ◽

Computational Thinking ◽

Thinking Skills ◽

Visual Programming ◽

General Description ◽

Programming Tools ◽

K 12 ◽

Pedagogical Approaches

In our age, computational thinking that involves understanding human behavior and designing systems for solving problems is important as much as reading, writing and arithmetic for everyone. Computer programming is one of the ways that could be promote the process of developing computational thinking, in addition to developing higher-order thinking skills such as problem solving, critical and creative thinking skills etc. However, instead of focusing on problems and sub-problems, algorithms, or the most effective and efficient solution, focusing on programming language specific needs and problems affects the computational thinking process negatively. Many educators use different tools and pedagogical approaches to overcome these difficulties such as, individual work, collaborative work and visual programming tools etc. In this study, researchers analyze four visual programming tools (Scratch, Small Basic, Alice, App Inventor) for students in K-12 level and three methodologies (Project-based learning, Problem-based learning and Design-based learning) while teaching programming in K-12 level. In summary, this chapter presents general description of visual programming tools and pedagogical approaches, examples of how each tool can be used in programming education in accordance with the CT process and the probable benefits of these tools and approaches to explore the practices of computational thinking.

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Analyzing Current Visual Tools and Methodologies of Computer Programming Teaching in Primary Education

10.4018/978-1-6684-2411-7.ch030 ◽

2022 ◽

pp. 648-676

Author(s):

Serhat Altiok ◽

Erman Yükseltürk

Keyword(s):

Creative Thinking ◽

Computer Programming ◽

Collaborative Work ◽

Computational Thinking ◽

Thinking Skills ◽

Visual Programming ◽

General Description ◽

Programming Tools ◽

K 12 ◽

Pedagogical Approaches

In our age, computational thinking that involves understanding human behavior and designing systems for solving problems is important as much as reading, writing and arithmetic for everyone. Computer programming is one of the ways that could be promote the process of developing computational thinking, in addition to developing higher-order thinking skills such as problem solving, critical and creative thinking skills etc. However, instead of focusing on problems and sub-problems, algorithms, or the most effective and efficient solution, focusing on programming language specific needs and problems affects the computational thinking process negatively. Many educators use different tools and pedagogical approaches to overcome these difficulties such as, individual work, collaborative work and visual programming tools etc. In this study, researchers analyze four visual programming tools (Scratch, Small Basic, Alice, App Inventor) for students in K-12 level and three methodologies (Project-based learning, Problem-based learning and Design-based learning) while teaching programming in K-12 level. In summary, this chapter presents general description of visual programming tools and pedagogical approaches, examples of how each tool can be used in programming education in accordance with the CT process and the probable benefits of these tools and approaches to explore the practices of computational thinking.

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