A Comparison of Plugged and Unplugged Tools in Teaching Algorithms at the K-12 Level for Computational Thinking Skills

Author(s):  
Aycan Çelik Kirçali ◽  
Nesrin Özdener
Author(s):  
Serhat Altiok ◽  
Erman Yükseltürk

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.


Author(s):  
Amy Eguchi

President Obama's initiative, “computer science for all,” has been a rallying slogan for promoting computer science in K-12 education. Although the participation of people of color in computer science (CS) has increased in the past several years, it is still drastically low and does not reflect the real picture of our society. This chapter explores how educational robotics as a learning tool can inspire underrepresented minorities including females and students of color to become interested in CS. Supported by Papert's constructionism theory, educational robotics effectively facilitates students' learning of various concepts in CS and STEM. Educational robotics is a learning tool which inspires students' interest in learning. It provides a learning environment that promotes students' learning of various CS concepts and computational thinking skills. Although robots naturally spark students' interests, to make it most effective, teachers are required effortfully to create learning opportunities that are authentic and meaningful for individual students.


2022 ◽  
pp. 648-676
Author(s):  
Serhat Altiok ◽  
Erman Yükseltürk

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.


2022 ◽  
pp. 756-781
Author(s):  
Amy Eguchi

President Obama's initiative, “computer science for all,” has been a rallying slogan for promoting computer science in K-12 education. Although the participation of people of color in computer science (CS) has increased in the past several years, it is still drastically low and does not reflect the real picture of our society. This chapter explores how educational robotics as a learning tool can inspire underrepresented minorities including females and students of color to become interested in CS. Supported by Papert's constructionism theory, educational robotics effectively facilitates students' learning of various concepts in CS and STEM. Educational robotics is a learning tool which inspires students' interest in learning. It provides a learning environment that promotes students' learning of various CS concepts and computational thinking skills. Although robots naturally spark students' interests, to make it most effective, teachers are required effortfully to create learning opportunities that are authentic and meaningful for individual students.


2021 ◽  
Author(s):  
Binsen Qian ◽  
Harry H. Cheng

Abstract As a critical set of skills in the 21st century, computational thinking has attracted increasing attention in K-12 education. Microcontrollers, combined with LEDs, actuators, and a variety of sensors, provide students countless real-world projects, such as autonomous vehicles, smart homes, and robotics. By solving those projects through programming, students will not only learn computational skills but also benefit from the hands-on activities to get some experience on solving real-world problems. It makes microcontroller projects a perfect tool to develop the computational thinking skills of K-12 students. Our previous work has proposed a solution for higher graders to program Arduino through Ch, a C/C++ interpreter. It is necessary, however, to develop a platform for lower graders (K-6) since most of them do not have the ability to type through the keyboard. This paper extends our previous work such that students can program Arduino on RoboBlockly, a block-based programming platform. In the paper, we will present two case studies to demonstrate how to build blocks to control the Arduino board and what concepts students will learn from those projects. In addition, the proposed platform also provides an interactive way of transitioning students from the block-based program to a text-based program in Ch.


2016 ◽  
Vol 2 (1) ◽  
pp. 19-38
Author(s):  
Osman Yasar

The construct of computational thinking (CT) was popularized a decade ago as an “attitude and skillset” for everyone. However, since it is equated with thinking by computer scientists, the teaching of these skills poses many challenges at K-12 because of their reliance on the use of electronic computers and programming concepts that are often found too abstract and difficult by young students. This article links CT – i.e., thinking generated and facilitated by a computational device – to our typical fundamental cognitive processes by using a model of mind that is aligned with research in cognitive psychology and neuroscience and supported by a decade of empirical data on teaching and learning. Our model indicates that associative and distributive aspects of information storage, retrieval, and processing by a computational mind is the very essence of thinking, particularly deductive and inductive reasoning. We all employ these cognitive processes but not everyone uses them as iteratively, consistently, frequently, and methodologically as scientists. Some scientists have even employed electronic computing tools to boost deductive and inductive uses of their computational minds to expedite the cycle of conceptual change in their work. In this article, we offer a theoretical framework that not only describes the essence of computational thinking but also links it to scientific thinking. We recommend teaching students cognitive habits of conceptual change and reasoning prior to teaching them skills of using electronic devices. Empirical data from a five-year study involving 300 teachers and thousands of students suggests that such an approach helps improve students’ critical thinking skills as well as their motivation and readiness to learn electronic CT skills.


Author(s):  
Cornelia Connolly ◽  
Raquel Hijón Neira ◽  
Miguel Garcia-Iruela

Effective and reliable assessment approaches to computational thinking in secondary education are in demand. This paper uses a guided technological pedagogical content knowledge (TPACK) framework, incorporating a visual execution environment (VEE) and Scratch project for secondary school students as a method to teach and assess computational thinking. The objective is to investigate if computational thinking and programming concepts can be improved upon following this method, and if the K-12 children are able to improve their computational thinking skills. The research study was conducted over 2 years in a school setting using the guided VEE and project developed following the dimensions of Computational Thinking process. The project participants came from two cohorts, an after-school programming camp and an in-school environment. Data was collected over two academic years and a quasi-experimental procedure with pre- and post-test was followed. The results demonstrate knowledge gain on computational and programming concepts and encourages us to convey how students translate (as opposed to transfer) their computational thinking experiences into reality. The results indicate the students achieved significant improvement in their computational thinking development.


2019 ◽  
Vol 13 ◽  
pp. 217-224
Author(s):  
Yahya TABESH ◽  
Shaya ZARKESH ◽  
Amir ZARKESH ◽  
Ilaha FAZILOVA

Computational thinking is the process of finding numerical patterns and formulating algorithmic solutions. Polyup, a digital math playground, allows students to gain computational thinking skills through an experimental and gamified environment. Azerbaijani schools tested Polyup in their classrooms to see if it improved student attitudes towards math and motivated students to practice their math abilities. In this paper, Polyup is presented, the methods of deployment and usage of Polyup are reviewed, and we summarize the impact that Polyup has had on Azerbaijani students and schools.


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