Integration of problem-based learning in elementary computer science education: effects on computational thinking and attitudes

2021 ◽  
Author(s):  
Kyungbin Kwon ◽  
Anne T. Ottenbreit-Leftwich ◽  
Thomas A. Brush ◽  
Minji Jeon ◽  
Ge Yan
Keyword(s):  
Science Education ◽  
Computer Science ◽  
Computer Science Education ◽  
Computational Thinking ◽  
Problem Based Learning ◽  
Education Effects

scholarly journals Computational Thinking, Between Papert and Wing

2021 ◽  
Author(s):  
Michael Lodi ◽  
Simone Martini
Keyword(s):  
Science Education ◽  
Computer Science ◽  
Computer Science Education ◽  
Computational Thinking ◽  
School Curriculum ◽  
Common Theme ◽  
Technical Content ◽  
Technical Competencies ◽  
K 12 ◽  
Affective Involvement

AbstractThe pervasiveness of Computer Science (CS) in today’s digital society and the extensive use of computational methods in other sciences call for its introduction in the school curriculum. Hence, Computer Science Education is becoming more and more relevant. In CS K-12 education, computational thinking (CT) is one of the abused buzzwords: different stakeholders (media, educators, politicians) give it different meanings, some more oriented to CS, others more linked to its interdisciplinary value. The expression was introduced by two leading researchers, Jeannette Wing (in 2006) and Seymour Papert (much early, in 1980), each of them stressing different aspects of a common theme. This paper will use a historical approach to review, discuss, and put in context these first two educational and epistemological approaches to CT. We will relate them to today’s context and evaluate what aspects are still relevant for CS K-12 education. Of the two, particular interest is devoted to “Papert’s CT,” which is the lesser-known and the lesser-studied. We will conclude that “Wing’s CT” and “Papert’s CT,” when correctly understood, are both relevant to today’s computer science education. From Wing, we should retain computer science’s centrality, CT being the (scientific and cultural) substratum of the technical competencies. Under this interpretation, CT is a lens and a set of categories for understanding the algorithmic fabric of today’s world. From Papert, we should retain the constructionist idea that only a social and affective involvement of students into the technical content will make programming an interdisciplinary tool for learning (also) other disciplines. We will also discuss the often quoted (and often unverified) claim that CT automatically “transfers” to other broad 21st century skills. Our analysis will be relevant for educators and scholars to recognize and avoid misconceptions and build on the two core roots of CT.

scholarly journals University Students' Attitude and Anxiety Towards Computer Science Education through Computational Thinking

2021 ◽  
Vol 12 (6) ◽  
pp. 755-760
Author(s):  
Youngseok Lee Et.al
Keyword(s):  
Science Education ◽  
Problem Solving ◽  
Computer Science ◽  
Learning Effect ◽  
Computer Science Education ◽  
Computational Thinking ◽  
Average Score ◽  
Problem Solving Skills ◽  
Programming Education ◽  
Learning Technique

Background/Objectives: In the 21st century, communication and collaboration between people is an important element of talent. As artificial intelligence (AI), the cutting edge of computer science, develops, AI and collaboration will become important in the near future. Methods/Statistical analysis: To achieve this, it is necessary to understand how artificial AI based on computer science works, and how problem-based programming education is effective in computer science education. In this study, 177 college students who received programming education focused on problem-solving learning were identified with computational thinking (CT) at the beginning of the semester, and their satisfaction and post-education satisfaction survey showed that their attitudes and interests influenced their education. Findings: To pretest the learners, they were diagnosed using a measurement sheet. The learners’ current knowledge statuses were checked, and the correlation between the evaluation results, based on what was taught according to the problem-solving learning technique, was analyzed according to the proposed method. The analysis of the group average score of the learners showed that the learning effect was significant. The results of the measures of the students’ CT at the beginning of the semester were correlated with problem-solving learning, teaching method, lecture satisfaction, and other environmental factors. The ability to solve a variety of problems using CT will become increasingly important, so if students seek to improve their satisfaction with problem-solving learning techniques for computer science education, it will be possible for universities to develop convergence talent more efficiently. Improvements/Applications: if you pursue a problem-solving learning technique and a way to improve students’ satisfaction, it will help students improve their problem-solving skills. If the method of deriving and improving computational thinking ability in this paper is applied to computer education, it will induce student interest, thereby increasing the learning effect.

Insights Into Young Children's Coding With Data Analytics

2021 ◽  
pp. 295-317
Author(s):  
Apittha Unahalekhaka ◽  
Jessica Blake-West ◽  
XuanKhanh Nguyen
Keyword(s):  
Early Childhood ◽  
Science Education ◽  
Computer Science ◽  
Test Scores ◽  
Learning Analytics ◽  
Computer Science Education ◽  
Computational Thinking ◽  
Future Directions ◽  
Research In Education ◽  
Educational Field

Over the past decade, there has been a growing interest in learning analytics for research in education and psychology. It has been shown to support education by predicting learning performances such as school completion and test scores of students in late elementary and above. In this chapter, the authors discuss the potential of learning analytics as a computational thinking assessment in early childhood education. They first introduce learning analytics by discussing its various applications and the benefits and limitations that it offers to the educational field. They then provide examples of how learning analytics can deepen our understanding of computational thinking through observing young children's engagement with ScratchJr: a tablet coding app designed for K-2 students. Finally, they close this chapter with future directions for using learning analytics to support computer science education.

Computational Thinking Education through Creative Unplugged Activities

2019 ◽  
Vol 13 ◽  
pp. 171-192
Author(s):  
Michael WEIGEND ◽  
Jiří VANÍČEK ◽  
Zsuzsa PLUHÁR ◽  
Igor PESEK
Keyword(s):  
Science Education ◽  
Computer Science ◽  
Online Survey ◽  
Computer Science Education ◽  
Computational Thinking ◽  
Educational Potential

Unplugged activities are well known in the computer science education. Creativity and computational thinking have been extensively researched and classified in last decade. In this paper we are focusing on creative unplugged activities and their potential in the classroom. We propose a model consisting of four types of creative unplugged activities that are used in CS education and present the results of an international online survey in which 360 educators participated in 2018. The survey found out how far the model is supported by educators, the extent to which creative activities are used in the classroom, what intentions are being pursued and what educational potential is seen in the four types of activities. Based on results of the survey we present ideas and methods on how to include and integrate creative unplugged activities into CS education and some possibilities on how to change such tasks to be more creative.

scholarly journals GrameStation: Specifying Games with Graphs

2021 ◽  
Author(s):  
Braz Araujo da Silva Junior ◽  
Simone André da Costa Cavalheiro ◽  
Luciana Foss
Keyword(s):  
Science Education ◽  
Problem Solving ◽  
Computer Science ◽  
Computer Science Education ◽  
Computational Thinking ◽  
Graph Grammar ◽  
Mathematical Formalism ◽  
Maker Movement ◽  
Game Engine ◽  
The Maker Movement

This paper presents a platform for creating games using graphs. The proposed game engine is based on a mathematical formalism called Graph Grammar. It aims to rescue, within computer science education, the stage of specification, that precedes programming. The proposal is aligned to the trends of the problem-solving focus, development of computational thinking, use of visual languages, game-related environments and the maker movement. The structure of the platform and the creation/execution of an example game are described and a brief discussion about specification in computer science education is given.

The Rise of the Digital Polymath

2020 ◽  
pp. 191-219 ◽  
Author(s):  
Alexander Repenning ◽  
Anna Lamprou ◽  
Patrick Wigger
Keyword(s):  
Professional Development ◽  
Science Education ◽  
Computer Science ◽  
Game Design ◽  
Course Design ◽  
Computer Science Education ◽  
Computational Thinking ◽  
Design Activities ◽  
Difficult Challenge ◽  
K 12

A difficult challenge to computer science education is the systemic professional development of teachers. K-12 computer science education models limited to voluntary in-service teacher professional development may not reach a critical majority of teachers who are skeptical towards information technology, computer science, programming and computational thinking. The inclusion of computer science in a national K-12 education standard in Switzerland has made it possible to move beyond voluntary K-12 computer science education for in-service teachers to mandatory pre-service teacher education for all elementary teachers. This chapter describes the vision of the Digital Polymath as a digitally enabled person empowered by computational thinking to connect computer science with other disciplines. The course design, combining game design activities, computational thinking tools and the 7 big ideas from the computer science principles framework is outlined and experiences are reported.

scholarly journals Applying Instructional Design Principles on Augmented Reality Cards for Computer Science Education

2020 ◽  
pp. 477-481
Author(s):  
Josef Buchner ◽  
Michael Kerres
Keyword(s):  
Science Education ◽  
Instructional Design ◽  
Augmented Reality ◽  
Computer Science ◽  
Computer Science Education ◽  
Problem Based Learning ◽  
Point Of View ◽  
Open Educational Resources ◽  
Instructional Design Principles ◽  
3C Model

AbstractIn this article we describe Augmented Reality (AR) cards for computer science education that were created in the PCBuildAR project. From a technological point of view, we use marker-based AR for the cards so that students can learn and practice at any time with their smartphones. The instructional approach is based on the components content, construction and communication (3C model). The content ensures the acquisition of knowledge, which then is applied via problem-based learning activities (construction). Communication not only takes place between learners, but also with teachers.All materials will be available as open educational resources after the project is completed.

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