Development of computational thinking skills and collaborative learning in initial education students through educational activities supported by ICT resources and programmable educational robots

2017 ◽  
Author(s):  
Yen Air Caballero González ◽  
Ana García-Valcárcel Muñoz-Repiso
Keyword(s):  
Collaborative Learning ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Education Students ◽  
Educational Activities ◽  
Educational Robots

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?

Measuring the Impact on Student's Computational Thinking Skills Through STEM and Educational Robotics Project Implementation

2020 ◽  
pp. 238-288
Author(s):  
Avraam Chatzopoulos ◽  
Michail Kalogiannakis ◽  
Michail Papoutsidakis ◽  
Sarantos Psycharis ◽  
Dimitrios Papachristos
Keyword(s):  
Pilot Study ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Educational Robotics ◽  
Project Implementation ◽  
School Students ◽  
Engineering Mathematics ◽  
High Participation ◽  
The Impact ◽  
Educational Robots

In this chapter, the authors present their research on how P12 students apply computational thinking (CT) skills when they are assigned simple science, technology, engineering, mathematics (STEM) problems, which they are called upon to solve with the help of educational robotics (ER) activities. The reason for this research was the high participation and increased interest shown in an ER event, where distributed questionnaires recorded students' views on ER, STEM, and CT. Their answers were the spark to conduct a pilot study on primary school students in the form of an experiential seminar to investigate the possibility of developing their CT skills by applying ER activities when they are asked to solve authentic STEM problems. The results showed that students may develop CT skills when involved in ER activities and that educational robots enhance students' engagement with programming and create a more favorable environment for developing students' CT skills.

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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