Promoting second graders’ attitudes towards technology through computational thinking instruction

Purpose This study aims to investigate the relationship between the personal traits and computational thinking skills of second graders within the context of robotics activities. Design/methodology/approach Through literature review, a research model and hypotheses were tested with 122 second graders after robotic activities. Findings The hypothesized model showed that learning preference, intrinsic motivation and self-efficacy were the main predictors of coding achievement and computational thinking skills, while no direct relationship was found between learning preference, intrinsic or extrinsic motivation. The final path analysis revealed that intrinsic and extrinsic motivation predict self-efficacy, self-efficacy predicts coding achievement and coding achievement predicts computational thinking skills. Another important finding was the strong impact of self-efficacy on coding achievement, as well as computational thinking skills. Results are interpreted with reference to implications for potential methods of improving computational thinking skills when using robotics in the lower grades in elementary schools. Research limitations/implications This study not only examined these relationships but also proposed, tested and built a research model containing a wide range of personal traits based on path analysis and multiple regression analysis, which, to the best of the researchers’ knowledge, has not been investigated in the current literature. Practical implications As reflected in the final research model, self-efficacy played an important role in impacting second grader’s coding achievement and computational thinking skills. Originality/value Few studies have investigated the various relationships in the context of robotics instruction in elementary schools as in this study. Given the increasing popularity of robotics education in elementary schools, the re-examination and identification of the pivotal role of self-efficacy in predicting second graders’ learning of coding and computational thinking skills have important implications for the implementation of robotics education.

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Fuzzy-Trace Theory and Framing Effects in Children's Risky Decision Making

Psychological Science ◽

10.1111/j.1467-9280.1994.tb00625.x ◽

1994 ◽

Vol 5 (5) ◽

pp. 275-279 ◽

Cited By ~ 128

Author(s):

Valerie F Reyna ◽

Susan C Ellis

Keyword(s):

Decision Making ◽

Computational Thinking ◽

Framing Effects ◽

Second Graders ◽

Older Children ◽

Risk Avoidance ◽

Risky Decision ◽

Trace Theory ◽

Fuzzy Trace Theory ◽

Risk Seeking

Traditional theories of cognitive development predict that children progress from intuitive to computational thinking, whereas fuzzy-trace theory makes the opposite prediction To evaluate these alternatives, framing problems were administered to preschoolers, second graders, and fifth graders Consistent with fuzzy-trace theory, results indicated (a) that younger children focused on quantitative differences between outcomes and did not exhibit framing effects (risk avoidance for gains, risk seeking for losses) and (b) that older children assimilated these quantitative differences and displayed framing effects

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Agreeableness, Conflict Resolution Tactics, and School Behavior in Second Graders

Journal of Individual Differences ◽

10.1027/1614-0001/a000199 ◽

2016 ◽

Vol 37 (3) ◽

pp. 145-151 ◽

Cited By ~ 2

Author(s):

Daniel L. Gadke ◽

Renée M. Tobin ◽

W. Joel Schneider

Keyword(s):

Conflict Resolution ◽

Problem Behaviors ◽

Second Graders ◽

Adaptive Behaviors ◽

Second Grade ◽

School Behavior ◽

Multiple Sources ◽

School Based ◽

Second Grade Students ◽

Negotiation Tactics

Abstract. This study examined the association between Agreeableness and children’s selection of conflict resolution tactics and their overt behaviors at school. A total of 157 second graders responded to a series of conflict resolution vignettes and were observed three times during physical education classes at school. We hypothesized that Agreeableness would be inversely related to the endorsement of power assertion tactics and to displays of problem behaviors, and positively related to the endorsement of negotiation tactics and to displays of adaptive behaviors. Consistent with hypotheses, Agreeableness was inversely related to power assertion tactics and to displays of off-task, disruptive, and verbally aggressive behaviors. There was no evidence that Agreeableness was related to more socially sophisticated responses to conflict, such as negotiation, with our sample of second grade students; however, it was related to displays of adaptive behaviors, specifically on-task behaviors. Limitations, including potential reactivity effects and the restriction of observational data collection to one school-based setting, are discussed. Future researchers are encouraged to collect data from multiple sources in more than one setting over time.

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Internalizing Behavior During the Transition from Childhood to Adolescence

European Journal of Psychological Assessment ◽

10.1027/1015-5759/a000025 ◽

2010 ◽

Vol 26 (3) ◽

pp. 187-193 ◽

Cited By ~ 5

Author(s):

Marc Vierhaus ◽

Arnold Lohaus ◽

Indra Shah

Keyword(s):

Research Design ◽

Internalizing Symptoms ◽

Fourth Graders ◽

Cross Sectional Study ◽

Second Graders ◽

Internalizing Behavior ◽

Longitudinal Assessment ◽

Sectional Study ◽

Cross Sectional ◽

The One

This investigation focuses on the question whether assessments of the development of internalizing behavior from childhood to adolescence are affected by the kind of research design (longitudinal versus cross-sectional). Two longitudinal samples of 432 second-graders and 366 fourth graders participated in a longitudinal study with subsequent measurements taken 1, 2, and 3 years later. A third sample consisting of 849 children covering the same range of grades participated in a cross-sectional study. The results show that the development of internalizing symptoms in girls – but not in boys – varies systematically with the research design. In girls, there is a decrease of internalizing symptoms (especially between the first two timepoints) in the longitudinal assessment, which may reflect, for example, the influence of strain during the first testing situation. Both longitudinal trajectories converge to a common trajectory from grade 2 to grade 7 when controlling for this “novelty-distress effect.” Moreover, when we control this effect, the slight but significant decrease characterizing the common trajectory becomes similar to the one obtained in the cross-sectional study. Therefore, trajectories based on longitudinal assessments may suggest more changes with regard to internalizing symptoms over time than actually take place, while trajectories based on cross-sectional data may be characterized by an increased level of internalizing symptoms. Theoretical and practical implications of these results are discussed.

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Asserting parallel computational thinking into an undergraduate computer science curriculum

PsycEXTRA Dataset ◽

10.1037/e605122012-018 ◽

2011 ◽

Author(s):

Edusmildo Orozco ◽

Rafael Arce-Nazario ◽

Peter Musial ◽

Cynthia Lucena-Roman ◽

Zoraida Santiago

Keyword(s):

Computer Science ◽

Science Curriculum ◽

Computational Thinking ◽

Computer Science Curriculum

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Children's Attitudes Towards Technology Scale--Modified Version

PsycTESTS Dataset ◽

10.1037/t74057-000 ◽

2018 ◽

Author(s):

Leon Straker ◽

Courtenay Harris ◽

John Joosten ◽

Erin K. Howie

Keyword(s):

Attitudes Towards Technology ◽

Children's Attitudes

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Computational Thinking Scale

PsycTESTS Dataset ◽

10.1037/t78367-000 ◽

2019 ◽

Author(s):

Buket Ertugrul-Akyol

Keyword(s):

Computational Thinking

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THE METHODS OF DEVELOPING COMPUTATIONAL THINKING OF STUDENTS WHILE STUDYING THE COURSE "NUMERICAL METHODS" BASED ON BLENDED LEARNING

Informatics and Education ◽

10.32517/0234-0453-2019-34-6-34-41 ◽

2019 ◽

pp. 34-41

Author(s):

M. M. Klunnikova

Keyword(s):

Numerical Methods ◽

Blended Learning ◽

Computational Thinking ◽

Individual Characteristics ◽

Diagnostic Model ◽

Mathematics Students ◽

Professional Activities ◽

Cognitive Component ◽

Professional Field ◽

The Individual

The work is devoted to the consideration of improving the quality of teaching students the discipline “Numerical methods” through the development of the cognitive component of computational thinking based on blended learning. The article presents a methodology for the formation of computational thinking of mathematics students, based on the visualization of algorithmic design schemes and the activation of the cognitive independence of students. The characteristic of computational thinking is given, the content and structure of computational thinking are shown. It is argued that a student with such a mind is able to manifest himself in his professional field in the best possible way. The results of the application of the technique are described. To determine the level of development of the cognitive component of computational thinking, a diagnostic model has been developed based on measuring the content, operational and motivational components. It is shown that the proposed method of developing computational thinking of students, taking into account the individual characteristics of students’ thinking, meaningfully based on the theoretical and practical aspects of studying the discipline, increases the effectiveness of learning the course “Numerical methods”. The materials of the article are of practical value for teachers of mathematical disciplines who use information and telecommunication technologies in their professional activities.

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