Computational Thinking in K-12: Azerbaijan’s Experience

2019 ◽  
Vol 13 ◽  
pp. 217-224
Author(s):  
Yahya TABESH ◽  
Shaya ZARKESH ◽  
Amir ZARKESH ◽  
Ilaha FAZILOVA
Keyword(s):  
Student Attitudes ◽  
Computational Thinking ◽  
Thinking Skills ◽  
K 12 ◽  
The Impact

Computational thinking is the process of finding numerical patterns and formulating algorithmic solutions. Polyup, a digital math playground, allows students to gain computational thinking skills through an experimental and gamified environment. Azerbaijani schools tested Polyup in their classrooms to see if it improved student attitudes towards math and motivated students to practice their math abilities. In this paper, Polyup is presented, the methods of deployment and usage of Polyup are reviewed, and we summarize the impact that Polyup has had on Azerbaijani students and schools.

Analyzing Current Visual Tools and Methodologies of Computer Programming Teaching in Primary Education

2018 ◽  
pp. 201-229
Author(s):  
Serhat Altiok ◽  
Erman Yükseltürk
Keyword(s):  
Creative Thinking ◽  
Computer Programming ◽  
Collaborative Work ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Visual Programming ◽  
General Description ◽  
Programming Tools ◽  
K 12 ◽  
Pedagogical Approaches

In our age, computational thinking that involves understanding human behavior and designing systems for solving problems is important as much as reading, writing and arithmetic for everyone. Computer programming is one of the ways that could be promote the process of developing computational thinking, in addition to developing higher-order thinking skills such as problem solving, critical and creative thinking skills etc. However, instead of focusing on problems and sub-problems, algorithms, or the most effective and efficient solution, focusing on programming language specific needs and problems affects the computational thinking process negatively. Many educators use different tools and pedagogical approaches to overcome these difficulties such as, individual work, collaborative work and visual programming tools etc. In this study, researchers analyze four visual programming tools (Scratch, Small Basic, Alice, App Inventor) for students in K-12 level and three methodologies (Project-based learning, Problem-based learning and Design-based learning) while teaching programming in K-12 level. In summary, this chapter presents general description of visual programming tools and pedagogical approaches, examples of how each tool can be used in programming education in accordance with the CT process and the probable benefits of these tools and approaches to explore the practices of computational thinking.

Educational Robotics for Creating Effective Computer Science Learning for All

2021 ◽  
pp. 44-69
Author(s):  
Amy Eguchi
Keyword(s):  
Computer Science ◽  
Effective Teachers ◽  
Computational Thinking ◽  
Thinking Skills ◽  
People Of Color ◽  
Underrepresented Minorities ◽  
Educational Robotics ◽  
Learning Tool ◽  
Real Picture ◽  
K 12

President Obama's initiative, “computer science for all,” has been a rallying slogan for promoting computer science in K-12 education. Although the participation of people of color in computer science (CS) has increased in the past several years, it is still drastically low and does not reflect the real picture of our society. This chapter explores how educational robotics as a learning tool can inspire underrepresented minorities including females and students of color to become interested in CS. Supported by Papert's constructionism theory, educational robotics effectively facilitates students' learning of various concepts in CS and STEM. Educational robotics is a learning tool which inspires students' interest in learning. It provides a learning environment that promotes students' learning of various CS concepts and computational thinking skills. Although robots naturally spark students' interests, to make it most effective, teachers are required effortfully to create learning opportunities that are authentic and meaningful for individual students.

Analyzing Current Visual Tools and Methodologies of Computer Programming Teaching in Primary Education

2022 ◽  
pp. 648-676
Author(s):  
Serhat Altiok ◽  
Erman Yükseltürk
Keyword(s):  
Creative Thinking ◽  
Computer Programming ◽  
Collaborative Work ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Visual Programming ◽  
General Description ◽  
Programming Tools ◽  
K 12 ◽  
Pedagogical Approaches

In our age, computational thinking that involves understanding human behavior and designing systems for solving problems is important as much as reading, writing and arithmetic for everyone. Computer programming is one of the ways that could be promote the process of developing computational thinking, in addition to developing higher-order thinking skills such as problem solving, critical and creative thinking skills etc. However, instead of focusing on problems and sub-problems, algorithms, or the most effective and efficient solution, focusing on programming language specific needs and problems affects the computational thinking process negatively. Many educators use different tools and pedagogical approaches to overcome these difficulties such as, individual work, collaborative work and visual programming tools etc. In this study, researchers analyze four visual programming tools (Scratch, Small Basic, Alice, App Inventor) for students in K-12 level and three methodologies (Project-based learning, Problem-based learning and Design-based learning) while teaching programming in K-12 level. In summary, this chapter presents general description of visual programming tools and pedagogical approaches, examples of how each tool can be used in programming education in accordance with the CT process and the probable benefits of these tools and approaches to explore the practices of computational thinking.

Educational Robotics for Creating Effective Computer Science Learning for All

2022 ◽  
pp. 756-781
Author(s):  
Amy Eguchi
Keyword(s):  
Computer Science ◽  
Effective Teachers ◽  
Computational Thinking ◽  
Thinking Skills ◽  
People Of Color ◽  
Underrepresented Minorities ◽  
Educational Robotics ◽  
Learning Tool ◽  
Real Picture ◽  
K 12

President Obama's initiative, “computer science for all,” has been a rallying slogan for promoting computer science in K-12 education. Although the participation of people of color in computer science (CS) has increased in the past several years, it is still drastically low and does not reflect the real picture of our society. This chapter explores how educational robotics as a learning tool can inspire underrepresented minorities including females and students of color to become interested in CS. Supported by Papert's constructionism theory, educational robotics effectively facilitates students' learning of various concepts in CS and STEM. Educational robotics is a learning tool which inspires students' interest in learning. It provides a learning environment that promotes students' learning of various CS concepts and computational thinking skills. Although robots naturally spark students' interests, to make it most effective, teachers are required effortfully to create learning opportunities that are authentic and meaningful for individual students.

Optimizing K-14 Instruction to Infuse 21st Century Skills

2013 ◽  
Vol 1583 ◽  
Author(s):  
Deborah Day ◽  
Cindy Guo ◽  
Nicole Ferrari ◽  
Heather Edgecumbe ◽  
Christine Broadbridge
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
Self Efficacy ◽  
21St Century Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Technological Fluency ◽  
Subject Areas ◽  
K 12 ◽  
The Impact

ABSTRACTThis multi-phased study investigates the learning outcomes of courses taught in the K-14 classroom. Specifically, the methods and practices teachers use to develop and encourage 21st Century Skills including critical thinking skills and technological fluency in all subject areas, STEM and non-STEM related, are of great interest. Currently, these skills are in high demand in fields which develop advanced materials and are the backbone of the National Academiesdeveloped Frameworks for K-12 Science Education. Phase I participants in this study included high school and college educators while Phase II of the study will involve K-14 students. In this study, educators were asked to rate their teaching self-efficacy in two primary areas: critical thinking skills and technological fluency. This included questions related to components in their current curriculum as well as methods of assessment [e.g., rubrics]. The instrument created to measure self-efficacy was based on a modified ‘Science Teaching Efficacy Belief Instrument' (STEBI). All participants were from Connecticut. Results indicate that both STEM and non-STEM related subject areas offer an equally rich array of opportunities to effectively teach critical thinking and technological fluency at a variety of educational levels. The impact of Professional Development on teacher self-efficacy was of particular importance, especially in K-12 education.

scholarly journals The Impact of Scratch-Assisted Instruction on Computational Thinking (CT) Skills of Pre-Service Teachers

2021 ◽  
Vol 7 (2) ◽  
pp. 426-444
Author(s):  
Ulaş İlic
Keyword(s):  
Computational Thinking ◽  
Thinking Skills ◽  
Study Data ◽  
Instructional Technologies ◽  
Future Studies ◽  
Face To Face ◽  
Survey Form ◽  
Before And After ◽  
Assisted Instruction ◽  
The Impact

The present study aimed to determine the effect of Scratch-assisted expressions and applications on the Computational Thinking skills of pre-service teachers. For this purpose, the research was designed with an exploratory sequential design, a mixed research method. Thirty-three pre-service teachers participated in the study. Data were collected with Computational Thinking Scale before and after the applications conducted in the Instructional Technologies course, and with a survey form developed by the author and face-to-face interviews conducted with the participants at the end of the course. Based on the data obtained, it was determined that the applications conducted in the course improved the Computational Thinking skills of the participants. Although the improvement did not differ based on gender, it was determined that the differences were significant based on creativity, algorithmic thinking, and critical thinking sub-dimensions. Furthermore, it was observed that there was a positive and significant correlation between Computational Thinking and academic achievement. Also, pre-service teachers stated that Scratch applications contributed to the acquisition of Computational Thinking skills. It was suggested that the present study findings would contribute to future studies on Computational Thinking acquisition in similar courses.

A Block-Based Arduino Programming Platform for Developing Computational Thinking Skills for K-12 Students

2021 ◽  
Author(s):  
Binsen Qian ◽  
Harry H. Cheng
Keyword(s):  
Real World ◽  
Autonomous Vehicles ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Critical Set ◽  
Programming Students ◽  
Hands On ◽  
Block Based ◽  
K 12 ◽  
And Robotics

Abstract As a critical set of skills in the 21st century, computational thinking has attracted increasing attention in K-12 education. Microcontrollers, combined with LEDs, actuators, and a variety of sensors, provide students countless real-world projects, such as autonomous vehicles, smart homes, and robotics. By solving those projects through programming, students will not only learn computational skills but also benefit from the hands-on activities to get some experience on solving real-world problems. It makes microcontroller projects a perfect tool to develop the computational thinking skills of K-12 students. Our previous work has proposed a solution for higher graders to program Arduino through Ch, a C/C++ interpreter. It is necessary, however, to develop a platform for lower graders (K-6) since most of them do not have the ability to type through the keyboard. This paper extends our previous work such that students can program Arduino on RoboBlockly, a block-based programming platform. In the paper, we will present two case studies to demonstrate how to build blocks to control the Arduino board and what concepts students will learn from those projects. In addition, the proposed platform also provides an interactive way of transitioning students from the block-based program to a text-based program in Ch.

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