Improving the Students Computational Thinking Skills With Collaborative Learning Techniques

2019 ◽  
Vol 14 (4) ◽  
pp. 196-206 ◽  
Author(s):  
Leovy Echeverria ◽  
Ruth Cobos ◽  
Mario Morales
Keyword(s):  
Collaborative Learning ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Learning Techniques

scholarly journals The Effectiveness of Collaborative Learning Throughtechniques on Group Investigation and Think Pair Share Students' Critical Thinking Ability on Chemical Equilibrium Material

2021 ◽  
Vol 5 (1) ◽  
pp. 198
Author(s):  
Fajrina Fauzi ◽  
Maria Erna ◽  
Roza Linda
Keyword(s):  
Critical Thinking ◽  
Collaborative Learning ◽  
Hypothesis Testing ◽  
Chemical Equilibrium ◽  
Thinking Skills ◽  
T Test ◽  
Critical Thinking Skills ◽  
Average Percentage ◽  
Learning Techniques ◽  
Significant Difference

The purpose of this study was to determine the differences in the improvement of students' thinking skills using collaborative learning techniques Think-Pair-Share and Group Investigation. The research used was a quasi-experimental research design with non equivalent control posttest design. The data collection technique used critical thinking skills questions consisting of 5 essay test questions. Based on the research results of hypothesis testing using paired simple t-test , the results obtained were sig (2-tailed) <0.05, which means that collaborative learning of GI and TPS techniques is effective on critical thinking skills than the control class. Hypothesis testing is to see significant differences between collaborative learning. TPS and GI techniques used independent sample t-test and the results obtained were sig (2-tailed) <0.05, which means that there is a significant difference between collaborative learning of GI and TPS techniques on critical thinking skills. For the average percentage of critical thinking skills in the collaborative learning class, the Think-Pair-Share technique is 80.57% and Group Investigation is 76.73%, and in the control class it is 68.45%, which means the application of collaborative learning techniques Think-Pair- Share is more effectively used in improving students' critical thinking skills on chemical equilibrium material.

scholarly journals Fostering Computational Thinking Skills: A Didactic Proposal for Elementary School Grades

2021 ◽  
Vol 11 (9) ◽  
pp. 518
Author(s):  
Ricardo Silva ◽  
Benjamim Fonseca ◽  
Cecília Costa ◽  
Fernando Martins
Keyword(s):  
Elementary School ◽  
Collaborative Learning ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Educational Robotics ◽  
School Students ◽  
Daily Lives ◽  
School Teaching ◽  
Learning Scenarios ◽  
Collaborative Learning Environment

There is a growing presence of technology in the daily lives of elementary school students, with a recent exponential rise due to the constraints of remote teaching during the COVID-19 pandemic. It is important to understand how the education system can contribute to helping students develop the required skills for technological careers, without neglecting its obligation to create conditions that allow them to acquire transversal skills and to enable them to exercise full citizenship. The integration of Educational Robotics and block programming activities in collaborative learning environments promotes the development of computational thinking and other ICT skills, as well as critical thinking, social skills, and problem solving. This paper presents a theoretical proposal of a didactic sequence for the introduction to educational robotics and programming with Scratch Jr. It is composed of three learning scenarios, designed for elementary school teaching. Its main goal is to create conditions that favour the development of computational thinking in a collaborative learning environment. With increasing complexity and degree of difficulty, all the tasks root from a common problem: How can we create an algorithm that programs the robot/sprite to reach a predetermined position?

Computer Science Unplugged: A Systematic Literature Review

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.”

Planning Computer Science Instruction for Students With High-Incidence Disabilities

2021 ◽  
pp. 105345122110249
Author(s):  
Amy Hutchison ◽  
Anya S. Evmenova
Keyword(s):  
Computer Science ◽  
Universal Design For Learning ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Science Content ◽  
High Incidence ◽  
Integration Planning ◽  
Content Area Instruction ◽  
Model Computer ◽  
High Incidence Disabilities

States increasingly are adopting computer science standards to help students develop coding and computational thinking skills. In an effort to support teachers in introducing computer science content to their students with high-incidence disabilities, a new model, computer science integration planning plus universal design for learning (CSIP+) offers ways to integrate computational thinking and coding into content area instruction. This column presents an example of how a teacher might implement the CSIP+ model when designing instruction accessible to all learners. Guiding questions to support teachers at each phase of the planning cycle are provided.

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