Enhancing High-School Students' Computational Thinking with Educational Robotics Learning

2018 ◽  
Author(s):  
Sasithorn Chookaew ◽  
Suppachai Howimanporn ◽  
Pornjit Pratumsuwan ◽  
Santi Hutamarn ◽  
Warin Sootkaneung ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Computational Thinking ◽  
Educational Robotics ◽  
School Students

Combining Webduino Programming With Situated Learning to Promote Computational Thinking, Motivation, and Satisfaction Among High School Students

2021 ◽  
pp. 073563312110399
Author(s):  
Ting-Ting Wu ◽  
Jian-Ming Chen
Keyword(s):  
High School ◽  
High School Students ◽  
Programming Languages ◽  
Situated Learning ◽  
Learning Strategy ◽  
Computational Thinking ◽  
Learning Motivation ◽  
School Students ◽  
Study Results ◽  
Significant Difference

Many countries have incorporated computational thinking (CT) and programming languages into their science and technology courses. Students can improve their CT ability by learning programming languages. Moreover, situated learning enables students to generate knowledge and master problem-solving skills through interaction with situations. This study incorporated Webduino learning and the situated learning strategy into a programming course and analyzed its impact on high school students’ CT ability, learning motivation, and course satisfaction. A quasi-experimental research method was adopted, wherein the experimental group was subjected to the situated learning strategy and the control group was subjected to a traditional teaching method. The study results revealed that integrating Webduino programming with situated learning could effectively improve five categories of CT skills; moreover, the activity models of situated learning enhanced the value and expectation dimensions of learning motivation. In addition, satisfaction with the course content and self-identity slightly improved. However, because teachers were required to elaborate on stories to promote learner engagement with life situations, the time available for programming was limited. Thus, no significant difference was observed in teaching satisfaction.

Robotics as a Powerful Vehicle Toward Learning and Computational Thinking in Secondary Education of 21st Century

2022 ◽  
pp. 716-755
Author(s):  
Katerina V. Glezou
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary Education ◽  
21St Century ◽  
Computational Thinking ◽  
Future Research ◽  
Digital Learning ◽  
School Students ◽  
Teaching Interventions ◽  
Authentic Classroom

This chapter focuses on the design and implementation of robotics activities in authentic classroom conditions in secondary education. It suggests that robotics can provide a powerful educational vehicle for guiding high school students toward learning in 21st century. It presents a constructionist approach to foster computational thinking and creativity by engaging in robotics and programming activities in real-world classroom. More specifically, this chapter presents teaching interventions that have been implemented in real conditions to high school students during robotics courses at Arsakeia Schools Psychikou in Athens, Greece. It describes robotics activities employing the Edison educational robotics system. Main features of teaching interventions concerning the utilization of Edison robot, digital learning environments, and unplugged activities in the classroom focused on 21st century skills, computational thinking, and creativity development as well as findings, solutions, recommendations, and future research directions are discussed.

Creating the Original Bebras Tasks by High School Students

2018 ◽  
Vol 12 ◽  
pp. 99-110 ◽  
Author(s):  
Hiroki MANABE ◽  
Seiichi TANI ◽  
Susumu KANEMUNE ◽  
Yoshiki MANABE
Keyword(s):  
High School ◽  
High School Students ◽  
Computer Science ◽  
Computational Thinking ◽  
Learning Activity ◽  
School Students ◽  
Algorithmic Thinking

The Bebras Challenge is an International Challenge on Informatics and Computational Thinking (CT). The goal of the challenge is to make students interested in Computer Science (CS) and CT. The authors let students participate in Bebras in regular Informatics classes at a high school in Japan. Not only involving the challenge, but we also implemented a learning activity which students create original Bebras-like problems. The learning activity aims to make students recognize that materials for algorithmic thinking are around them. Most of the students worked well and produced idea full problems. They created many great works. And some of them were selected as Japanese representative questions for the International Bebras Task Workshop by the Japanese Committee for the IOI, which conducts the Bebras Challenge in Japan. Some of them were used in the actual Bebras Challenge. In this report, we show the students’ original questions and discuss the educational effect of this learning activity.

Modeling and Measuring High School Students’ Computational Thinking Practices in Science

2020 ◽  
Vol 29 (1) ◽  
pp. 137-161
Author(s):  
Golnaz Arastoopour Irgens ◽  
Sugat Dabholkar ◽  
Connor Bain ◽  
Philip Woods ◽  
Kevin Hall ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Computational Thinking ◽  
School Students

scholarly journals Patterns of Computational Thinking Development while Solving Unplugged Coding Activities Coupled with the 3S Approach for Self-Directed Learning

2020 ◽  
Vol 9 (3) ◽  
pp. 1025-1045
Author(s):  
Arinchaya Threekunprapa ◽  
Pratchayapong Yasrİ
Keyword(s):  
High School ◽  
High School Students ◽  
Computer Science ◽  
Computational Thinking ◽  
Cost Effective ◽  
Self Directed Learning ◽  
School Students ◽  
Directed Learning ◽  
Science Concepts ◽  
The Cost

Using unplugged coding activities to promote computational thinking (CT) among secondary learners has become increasing popular. Benefits of using unplugged coding activities involve the cost-effective implementation, the ability to promote computer science concepts and self-efficacy in learning computer programming, and the engaging nature of active learning through collaboration. However, there is insufficient information regarding qualitative investigation on how learners develop their CT skills while working on unplugged coding tasks. This study therefore developed unplugged coding activities using flowcharts for high school students to learn computer science concepts, and to promote their CT skills. The activities consisted of five missions encompassing the concepts of sequence, repetition, input & variable, condition, and loop with condition. The data collection was carried out with 120 high students whose participation was video recorded and observed. A thematic analysis revealed that patterns of CT development started from initially developed, to partially developed and fully developed stages, respectively. The various stages were derived from different abilities to apply the computer science concepts to complete the missions with different expressions of CT skills. In addition, the study proposed a 3S self-directed learning approach for fostering the CT development, composing of self-check (in pairs), self-debug (in pairs), and scaffolding. It is therefore suggested to use the 3S model integrated with the unplugged coding activities for developing CT among high school learners.

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