Computational Thinking Education for Children: Algorithmic Thinking and Debugging

2018 ◽  
Author(s):  
Gary K.W. Wong ◽  
Shan Jiang
Keyword(s):  
Computational Thinking ◽  
Algorithmic Thinking

How do Bebras Tasks Explore Algorithmic Thinking Skill in a Computational Thinking Contest?

2021 ◽  
Author(s):  
Ana Liz Souto Oliveira ◽  
Wilkerson L. Andrade ◽  
Dalton D. Serey Guerrero ◽  
Monilly Ramos Araujo Melo
Keyword(s):  
Computational Thinking ◽  
Thinking Skill ◽  
Algorithmic Thinking

Assessing Algorithmic Thinking Skills in Early Childhood Education

2020 ◽  
pp. 104-139
Author(s):  
Kalliopi Kanaki ◽  
Michail Kalogiannakis ◽  
Dimitrios Stamovlasis
Keyword(s):  
Latent Class ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Theory And Practice ◽  
Second Grade ◽  
Environmental Study ◽  
Assessment Instruments ◽  
School Students ◽  
Skill Levels ◽  
Algorithmic Thinking

This chapter presents part of a wider project aimed at developing computational thinking assessment instruments for first and second grade primary school students. The applicability of the specific proposed tool, which concerns merely the algorithmic thinking (AT), was tested within the Environmental Study course (ESc). The main pillar of the work is the computational environment PhysGramming. The assessment of AT was based on mental tasks involving puzzles which require AT abilities. The AT test comprised of four puzzles with 4, 6, 9, and 12 pieces respectively, and the puzzle-solving performance was measured at the nominal level (success/failure). Latent class analysis (LCA), a robust multivariate method for categorical data, was implemented, which distinguished two clusters/latent classes corresponding to two distinct levels of AT. Moreover, LCA with covariates, such as gender, grade, achievement in ESc, and the use of plan revealed the association of the above variables with the AT skill-levels. Finally, the results and their implications for theory and practice are discussed.

scholarly journals The influence of SRA programming on algorithmic thinking and self-efficacy using Lego robotics in two types of instruction

2019 ◽  
Author(s):  
Nardie L. J. A. Fanchamps ◽  
Lou Slangen ◽  
Paul Hennissen ◽  
Marcus Specht
Keyword(s):  
Self Efficacy ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Preliminary Measurement ◽  
Grid Diagrams ◽  
Mathematical Problems ◽  
Measured Effect ◽  
Primary School Pupils ◽  
Types Of Instruction ◽  
Algorithmic Thinking

AbstractThis study investigates the development of algorithmic thinking as a part of computational thinking skills and self-efficacy of primary school pupils using programmable robots in different instruction variants. Computational thinking is defined in the context of twenty-first century skills and describes processes involved in (re)formulating a problem in a way that a computer can process it. Programming robots offers specific affordances as it can be used to develop programs following a Sense-Reason-Act (SRA) cycle. The literature provides evidence that programming robots has the potential to enhance algorithmic thinking as a component of computational thinking. Specifically there are indications that pupils who use SRA-programming learn algorithmic skills better and achieve a higher level of self-efficacy in an open, scaffold learning environment than through direct instruction. In order to determine the influence of the instruction variant used, an experimental research design was made in which pupils solved algorithm-based mathematical problems (grid diagrams) in a preliminary measurement and their self-efficacy determined via a questionnaire. As an intervention, pupils learn to solve programming issues in pairs using “Lego NXT” robots and “Mindstorms” software in two instruction variants. The post-measurement consists of a Lego challenge, solving mathematical problems (grid diagrams), and a repeated self-efficacy questionnaire. This research shows an increase of our measures on algorithmic thinking dependent on the amount of SRA usage (though not significant). Programming using the SRA-cycle can be considered as the cause of the measured effect. The instruction variant used during the robotic intervention seems to play only a marginal role.

scholarly journals Reflecting on Computational Thinking Studies for High School Education

2019 ◽  
Vol 4 (2) ◽  
pp. 243
Author(s):  
Debby Erce Sondakh
Keyword(s):  
High School ◽  
Soft Skills ◽  
Computational Thinking ◽  
School Education ◽  
High School Education ◽  
Algorithmic Thinking

Berpikir komputasional telah diakui sebagai suatu kebutuhan dalam menyelesaikan masalah yang kompleks. Beberapa penelitian telah dilakukan untuk memperkenalkan keterampilan ini ke semua tingkat pendidikan. Penelitian ini bertujuan untuk meninjau penelitian tentang berpikir komputasi pada tingkat sekolah menengah. Khususnya, penelitian ini mengkaji domain penelitian, mengidentifikasi metode-metode untuk memperkenalkan berpikir komputasional, serta konsep-konsep berpikir komputasional yang diajarkan kepada pelajar. Tinjauan literatur sistematik dilakukan untuk mencapai tujuan tersebut. Hasil penelitian menunjukkan: penelitian berpikir komputasional mencakup kajian teori, pengembangan kurikulum, pengukuran, dan pengembangan alat. Kajian teori ditujukan untuk memformulasikan konsep. Selain keterampilan teknis, soft-skills telah dinyatakan sebagai elemen berpikir komputasional. Namun, perhatian untuk melibatkan soft-skills dalam penelitian masih kurang. Sebagian besar penelitian difokuskan pada integrasi berpikir komptasional ke dalam kurikulum. Coding menjadi metode yang paling banyak digunakan untuk mengajarkan berpikir komputasional. Sehingga, algorithmic thinking dan abstraction muncul sebagai keterampilan yang paling sering diajarkan atau diukur. Akhirnya, penelitian ini menggarisbawahi adanya kesenjangan untuk dikaji lebih lanjut yaitu berkaitan dengan pengukuran keterampilan berpikir komputasional dan untuk menyertakan soft-skills pada penelitian berpikir komputasional. Kata Kunci—Berpikir komputasional, Sekolah menengah, Penyelesaian masalah

scholarly journals A double dissociative study into the effectiveness of computational thinking

2019 ◽  
Vol 25 (2) ◽  
pp. 1181-1192 ◽  
Author(s):  
Ana C. Calderon ◽  
Deiniol Skillicorn ◽  
Andrew Watt ◽  
Nick Perham
Keyword(s):  
Undergraduate Students ◽  
Cognitive Processes ◽  
Computational Thinking ◽  
Abstract Thinking ◽  
Classroom Intervention ◽  
Rigorous Analysis ◽  
Mixed Anova ◽  
Percentage Improvement ◽  
Positive Effect ◽  
Algorithmic Thinking

Abstract We propose the first steps towards a rigorous analysis of the effectiveness of an emerging pedagogy, Computational Thinking. We found that two aspects of the pedagogy have a positive effect with regard to enhancing two cognitive processes, namely sequential thinking and in abstract thinking. Our data was gathered experimentally with a cohort of mixed-ability undergraduate students enrolled on three distinct courses. The study employed a mixed 2 × 2 factorial design with type of classroom intervention, measurements were taken at baseline and following delivery of computational thinking methodologies designed to focus on specific components of the pedagogy. The dependent variable was percentage improvement from baseline, and the analyses were conducted using 2 × 2 mixed ANOVA, an alpha criterion of p < .05 was adopted for all analyses. The specific components investigated were algorithmic thinking and abstraction, and we found a positive correlation between enhancements of sequentiality and abstract thinking.

First-year engineering students' computational reasoning abilities

2022 ◽  
Vol 1 (2) ◽  
Author(s):  
Concepcion Rebollar ◽  
Carolina Varela ◽  
Olatz Eugenio
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Engineering Students ◽  
Computational Thinking ◽  
First Year ◽  
Reasoning Abilities ◽  
New Students ◽  
Measurement And Evaluation ◽  
Computational Reasoning ◽  
Algorithmic Thinking

Computational thinking is an essential skill set for today's students, given the digital age in which we live and work (CT). Without a precise definition, it is generally understood to be a collection of abilities and attitudes required to deal with difficulties in any aspect of life, whether or not a computer is involved. Measurement and evaluation of students' progress in CT abilities are critical, and this can only be done using instruments that have been tested and shown to work before. New students at the Basque Country's University of the Basque Country's Engineering Degrees are tested for critical thinking, algorithmic thinking, problem solving, cooperation and creativity using a previously proven tool.

A Brief Discussion on Incentives and Barriers to Computational Thinking Education

2022 ◽  
pp. 253-269
Author(s):  
Hüseyin Özçınar
Keyword(s):  
Computer Science ◽  
Programming Language ◽  
Primary Education ◽  
Computer Programming ◽  
Computational Thinking ◽  
Thinking Skill ◽  
Logo Programming ◽  
Basic Concepts ◽  
The 1960S ◽  
Algorithmic Thinking

The idea that computational thinking or algorithmic thinking should be taught to everyone dates back to the 1960s. First in 1960s, Alan Perlis argued that computer programming should be taught to everyone because it can be used as a mental tool for understanding and solving every kind of problem. In 1980s, under the leadership of Seymour Papert, students at the level of primary education were attempted to be taught LOGO programming language with the aim of gaining procedural thinking skill. After the publication of Jeannette Wing's “computational thinking” in Communications of the ACM in 2006, the idea that the basic concepts of computer science should be learned by all was started to be debated widely again. In the present paper, the justifications for teaching computational thinking and applicability of teaching computational thinking within the context of existing conditions will be 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.

scholarly journals Assessing Computational Thinking: Development and Validation of the Algorithmic Thinking Test for Adults

2021 ◽  
Author(s):  
Marc Lafuente Martínez ◽  
Olivier Lévêque ◽  
Isabel Benítez Baena ◽  
Cécile Hardebolle ◽  
Jessica Dehler Zufferey
Keyword(s):  
Computational Thinking ◽  
Subject Matter Experts ◽  
Confirmatory Factor Analyses ◽  
Reliability Indices ◽  
Confirmatory Factor ◽  
Ct Test ◽  
Psychometric Quality ◽  
Development And Validation ◽  
Algorithmic Thinking

This study describes the development and validation process of a computational thinking (CT) test for adults. The team designed a set of items and explored a subset of those through a couple of qualitative pilots. Then, in order to provide validity evidence based on the test content, a team of 11 subject-matter experts coded the initial pool of items using two different systems of categories based on CT components and contents. Then the items were piloted on a sample of 289 participants, 137 experts in CT and 152 novices. After a series of confirmatory factor analyses, a unidimensional model that represents algorithmic thinking was adopted. After analyzing the psychometric quality of the 27 items, 20 of them with excellent reliability indices were finally selected for the test. Thus, this study provides a tool to evaluate adults’ CT: the Algorithmic Thinking Test for Adults (ATTA), which was developed according to psychometric standards. This article also reflects on the nature of CT as a construct.

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