ASSESSING THE TEACHERS' COMPUTATIONAL THINKING SKILLS VIA CRITERIA FOR LEARNING PROGRAMMING CONCEPTS IN SCRATCH

2021 ◽  
Author(s):  
Valentina Voinohovska
Keyword(s):  
Computational Thinking ◽  
Thinking Skills ◽  
Learning Programming

Computational Thinking and Young Children

2019 ◽  
pp. 877-891
Author(s):  
Amanda Sullivan ◽  
Marina Umaschi Bers
Keyword(s):  
Young Children ◽  
User Interfaces ◽  
Developmentally Appropriate ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Graphical Language ◽  
Interpersonal Behaviors ◽  
Potential Benefits ◽  
Tablet Device ◽  
Learning Programming

Over the past few years, new approaches to introducing young children to computational thinking have grown in popularity. This chapter examines the role that user interfaces have on children's mastery of computational thinking concepts, programming ability, and positive interpersonal behaviors. It presents two technologies designed specifically for young children: the KIBO robotics kit and the ScratchJr programming application, both of which focus on teaching young children introductory computational thinking skills in a cognitively and socio-emotionally developmentally appropriate way. The KIBO robotics kit engages children in learning programming by using tangible wooden blocks (no screens or keyboards required). ScratchJr also teaches foundational programming, but using a graphical language on a tablet device. This chapter presents examples of how each tool can be used in classroom settings and the potential benefits and drawbacks of each interface style. Suggestions for implementing each technology in a developmentally appropriate way are presented.

RoboSTEAM Project

2021 ◽  
pp. 157-174
Author(s):  
Miguel Á. Conde ◽  
Francisco J. Rodríguez-Sedano ◽  
Camino Fernández-Llamas ◽  
Maria João Carvalho Ramos ◽  
Manuel Domingos Jesus ◽  
...  
Keyword(s):  
Computational Thinking ◽  
Thinking Skills ◽  
Educational Programs ◽  
University Education ◽  
Learning Approaches ◽  
Project Proposal ◽  
Challenge Based Learning ◽  
New Learning ◽  
Learning Programming ◽  
Initial Results

Digital society demands professionals prepared for the current landscape. It is necessary to teach current students how to employ and solve problems related to this constantly changing context. This requires new learning approaches that facilitate developing computational thinking skills by learning programming and applying STEAM disciplines. However, integrating STEAM and developing such skills is not easy in current educational programs. RoboSTEAM project is an Erasmus KA2 project that propose the application of challenge-based learning methodologies combined with the use of robots and physical devices in order help learners to develop computational thinking in pre-university education environments. This chapter describes the project proposal, partners involved, activities, and outcomes and initial results obtained.

Computational Thinking and Young Children

2018 ◽  
pp. 123-137 ◽  
Author(s):  
Amanda Sullivan ◽  
Marina Umaschi Bers
Keyword(s):  
Young Children ◽  
User Interfaces ◽  
Developmentally Appropriate ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Graphical Language ◽  
Interpersonal Behaviors ◽  
Potential Benefits ◽  
Tablet Device ◽  
Learning Programming

Over the past few years, new approaches to introducing young children to computational thinking have grown in popularity. This chapter examines the role that user interfaces have on children's mastery of computational thinking concepts, programming ability, and positive interpersonal behaviors. It presents two technologies designed specifically for young children: the KIBO robotics kit and the ScratchJr programming application, both of which focus on teaching young children introductory computational thinking skills in a cognitively and socio-emotionally developmentally appropriate way. The KIBO robotics kit engages children in learning programming by using tangible wooden blocks (no screens or keyboards required). ScratchJr also teaches foundational programming, but using a graphical language on a tablet device. This chapter presents examples of how each tool can be used in classroom settings and the potential benefits and drawbacks of each interface style. Suggestions for implementing each technology in a developmentally appropriate way are presented.

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.”

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