A game proposal to develop Computational Thinking and environmental awareness

INTRODUCTION: Discussions around the development of Computational Thinking have demanded efforts to propose methods, techniques and tools that can assist in this process, especially in the school context. This paper deals with the development of an educational game with the theme "Environment and Sustainability" involving the pillars of Computational Thinking. OBJECTIVE: The game aims to assist the development of Computational Thinking by solving the problems to be solved in the missions of the heroine Sofia. The proposal for creating the game points out ways to create tools that work across curriculum themes. Tactics usually incorporated into the algorithmic language that permeate the problem solving processes in Computer Science be used. METHOD: The creation of the game followed a development process based on agile methodologies. The human cognitive structure was considered together with the intertwining between the games and the four pillars of Computational Thinking for the composition of an architecture applied to the game map. RESULTS: The evaluation of the game map regarding the "algorithmization" of the phases fulfilled the requirements regarding the location of the pillars (Decomposition, Pattern, Abstraction and Algorithm). The game, as an entertainment product, was evaluated using the E-Game Flow which pointed to acceptance by the evaluators (undergraduate students in the Computing area) and some suggestions for improvement were recorded. CONCLUSION: Games are presented as an important tool regarding the development process of Computational Thinking considering the engagement they can cause in their users and the possibilities of using their mechanics for directed learning.

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Developing an Educational Game to support Cognitive Learning

Compass Journal of Learning and Teaching ◽

10.21100/compass.v5i9.119 ◽

2014 ◽

Vol 3 (6) ◽

Cited By ~ 1

Author(s):

Mary Kiernan ◽

Cagin Kazimoglu ◽

Liz Bacon ◽

Lachlan Mackinnon

Keyword(s):

Problem Solving ◽

Computer Science ◽

Computational Thinking ◽

Cognitive Learning ◽

Educational Game ◽

First Year ◽

Logical Thinking ◽

Introductory Programming ◽

Programming Students

This paper outlines how an educational game can be used to support the learning of programming within the Computer Science (CS) discipline and reports on the qualitative results of a series of rigorous studies conducted through using this game on first year introductory programming students. Although this paper applies to the CS discipline computational thinking (CT) is an intrinsic part of the games process applicable to any discipline. This is because CT is a problem solving approach which combines logical thinking with CS concepts to produce a recipe for solving problems in any discipline regardless of where the problem lies.

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The Effect of Action Learning Approaches on Problem-solving Skills and Self Directed Learning Skills of Nursing Undergraduate Students

The Journal of the Korea Contents Association ◽

10.5392/jkca.2016.16.12.035 ◽

2016 ◽

Vol 16 (12) ◽

pp. 35-42

Author(s):

Su-Mi Kim

Keyword(s):

Problem Solving ◽

Undergraduate Students ◽

Action Learning ◽

Learning Approaches ◽

Self Directed Learning ◽

Learning Skills ◽

Problem Solving Skills ◽

Directed Learning

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Computational Thinking and Mathematics

Leadership and Personnel Management ◽

10.4018/978-1-4666-9624-2.ch037 ◽

2016 ◽

pp. 853-865

Author(s):

Thiago Schumacher Barcelos ◽

Ismar Frango Silveira

Keyword(s):

Problem Solving ◽

Computer Science ◽

Basic Education ◽

National Curriculum ◽

Computational Thinking ◽

Thinking Skills ◽

Educational Systems ◽

Curriculum Guidelines ◽

And Mathematics ◽

The One

On the one hand, ensuring that students archive adequate levels of Mathematical knowledge by the time they finish basic education is a challenge for the educational systems in several countries. On the other hand, the pervasiveness of computer-based devices in everyday situations poses a fundamental question about Computer Science being part of those known as basic sciences. The development of Computer Science (CS) is historically related to Mathematics; however, CS is said to have singular reasoning mechanics for problem solving, whose applications go beyond the frontiers of Computing itself. These problem-solving skills have been defined as Computational Thinking skills. In this chapter, the possible relationships between Math and Computational Thinking skills are discussed in the perspective of national curriculum guidelines for Mathematics of Brazil, Chile, and United States. Three skills that can be jointly developed by both areas are identified in a literature review. Some challenges and implications for educational research and practice are also discussed.

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

Turkish Journal of Computer and Mathematics Education (TURCOMAT) ◽

10.17762/turcomat.v12i6.2090 ◽

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.

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Experiences in Learning Problem-Solving through Computational Thinking

Journal of Computer Science and Technology ◽

10.24215/16666038.18.e15 ◽

2018 ◽

Vol 18 (02) ◽

pp. e15 ◽

Cited By ~ 1

Author(s):

Jacqueline M. Fernández ◽

Mariela E. Zúñiga ◽

María V. Rosas ◽

Roberto A. Guerrero

Keyword(s):

Problem Solving ◽

Computer Science ◽

Computational Thinking ◽

First Year ◽

Learning Problem ◽

Introductory Course ◽

San Luis ◽

National University ◽

And Mathematics ◽

Problem Solving Process

Computational Thinking (CT) represents a possible alternative for improving students’ academic performance in higher level degree related to Science, Technology, Engineering and Mathematics (STEM). This work describes two different experimental proposals with the aim of introducing computational thinking to the problem solving issue. The first one was an introductory course in the Faculty of Physical, Mathematical and Natural Sciences (FCFMyN) in 2017, for students enrolled in computer science related careers. The other experience was a first attempt to introduce CT to students and teachers belonging to not computer related faculties at the National University of San Luis (UNSL). Both initiatives use CT as a mean of improving the problem solving process based on the four following elementary concepts: Decomposition, Abstraction, Recognition of patterns and Algorithm. The results of the experiences indicate the relevance of including CT in the learning problem solving issue in different fields. The experiences also conclude that a mandatory CT related course is necessary for those careers having computational problems solving and/or programming related subjects during the first year of their curricula. Part of this work was presented at the XXIII Argentine Congress of Computer Science (CACIC).

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Computational Thinking and Mathematics

Handbook of Research on Education and Technology in a Changing Society - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-4666-6046-5.ch069 ◽

2014 ◽

pp. 922-934

Author(s):

Thiago Schumacher Barcelos ◽

Ismar Frango Silveira

Keyword(s):

Problem Solving ◽

Computer Science ◽

Basic Education ◽

National Curriculum ◽

Computational Thinking ◽

Thinking Skills ◽

Educational Systems ◽

Curriculum Guidelines ◽

And Mathematics ◽

The One

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Examining the Current Definitions of Computational Thinking

10.4018/978-1-6684-2411-7.ch011 ◽

2022 ◽

pp. 224-252

Author(s):

Kadir Demir ◽

Cansu Çaka ◽

Nihal Dulkadir Yaman ◽

Hakan İslamoğlu ◽

Abdullah Kuzu

Keyword(s):

Problem Solving ◽

Computer Science ◽

Human Behavior ◽

Daily Life ◽

Computational Thinking ◽

Current Situation ◽

Early Age ◽

Algorithmic Problem ◽

The World ◽

Basic Concepts

Computational thinking involves understanding human behavior, designing systems and solving problems by applying the mental tools that reflect the computer science and basic concepts. Development of frameworks of computational thinking helps integrate computational thinking into education and daily life. It is important for students to start using the computational methods and tools as well as algorithmic problem solving in their educations from kindergarten level to university level. Importance of training on programming at early age was explained. In addition, the current situation of programming in education in the world was reviewed. Then curricula and projects in different countries were summarized. It is necessary to start studies at an early age to help individuals acquire these skills.

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How to Bring Computational Thinking Approach to The Non-Computer Science Student’s Class???

Jurnal Pembelajaran Fisika ◽

10.23960/jpf.v9.n1.202109 ◽

2019 ◽

Vol 9 (1) ◽

pp. 101-112

Author(s):

Hervin Maulina ◽

◽

Abdurrahman Abdurrahman ◽

Ismu Sukamto ◽

◽

...

Keyword(s):

Computer Science ◽

Undergraduate Students ◽

Mixed Method ◽

Physics Education ◽

Research Method ◽

Computational Thinking ◽

Mixed Method Research ◽

Self Evaluation ◽

Explanatory Sequential Design ◽

Physics Course

Computational Thinking (CT) skill is the ability to solve problems with computer thinking. In addition, CT can be seen as a structured and systematic approach that can be implemented in learning. This study aims to bring the computational thinking approach to the non-computer science student’s class and involved 35 undergraduate students of physics education in the computational physics course. The research method used was the mixed method sequential explanatory design (Creswell & Plano Clark, 2011), with the following design. Broadly speaking, the flow of the mixed method research method with an explanatory sequential design in this study includes the collection of quantitative data obtained from student self-evaluation instruments related to the understanding of the CT approach stage. The results showed that the Computational Thinking (CT) approach can be applied to non-computer science students in online learning which includes 6 stages of implementation and 6 stages of implementation. Other results indicate that this method can be used in improving student CT skills. Keywords: Computational thinking, physics, problem solving

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

European Journal of Educational Research ◽

10.12973/eu-jer.9.3.1025 ◽

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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GrameStation: Specifying Games with Graphs

10.5753/sbie.2021.218639 ◽

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.

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