scholarly journals COMPUTATIONAL THINKING, PROGRAMMING AND ROBOTICS IN BASIC EDUCATION: EVALUATION OF AN IN-SERVICE TEACHER’S TRAINING B-LEARNING EXPERIENCE

2019 ◽  
Author(s):  
Lúcia Amante ◽  
Elizabeth Batista de Souza ◽  
António Quintas-Mendes ◽  
Ana Francisca Monteiro ◽  
Maribel Miranda-Pinto ◽  
...  
Keyword(s):  
Basic Education ◽  
Learning Experience ◽  
Computational Thinking ◽  
Education Evaluation ◽  
And Robotics

Learning Computational Thinking Development in Young Children With Bee-Bot Educational Robotics

2020 ◽  
pp. 289-309 ◽  
Author(s):  
Stamatios Papadakis ◽  
Michail Kalogiannakis
Keyword(s):  
Learning Experience ◽  
Interactive Media ◽  
Computational Thinking ◽  
Teaching Experience ◽  
Thinking Skills ◽  
Educational Robotics ◽  
Learning And Development ◽  
Curricular Intervention ◽  
Excellent Tool ◽  
And Robotics

It is widely known that when used intentionally and appropriately, technology and interactive media are effective tools to support learning and development. In recent years, there has been a push to introduce coding and computational thinking in early childhood education, and robotics is an excellent tool to achieve this. This chapter presents some results obtained in the development of a learning experience in computational thinking using Bee-Bot educational robotics. The experience involved 47 preschoolers of a kindergarten in Crete, Greece during the period 2019-2020. The study reports statistically significant learning gains between the initial and final assessment of children's computational thinking skills. It was found that children in the treatment group who engaged in the robotic curricular intervention performed better on CT tests. This finding shows that an enhanced teaching experience using robots was beneficial for improving young children's computational thinking skills. The implications for designing appropriate curricula using robots for kindergarteners are addressed.

Learning Computational Thinking Development in Young Children With Bee-Bot Educational Robotics

2022 ◽  
pp. 926-947
Author(s):  
Stamatios Papadakis ◽  
Michail Kalogiannakis
Keyword(s):  
Learning Experience ◽  
Interactive Media ◽  
Computational Thinking ◽  
Teaching Experience ◽  
Thinking Skills ◽  
Educational Robotics ◽  
Learning And Development ◽  
Curricular Intervention ◽  
Excellent Tool ◽  
And Robotics

It is widely known that when used intentionally and appropriately, technology and interactive media are effective tools to support learning and development. In recent years, there has been a push to introduce coding and computational thinking in early childhood education, and robotics is an excellent tool to achieve this. This chapter presents some results obtained in the development of a learning experience in computational thinking using Bee-Bot educational robotics. The experience involved 47 preschoolers of a kindergarten in Crete, Greece during the period 2019-2020. The study reports statistically significant learning gains between the initial and final assessment of children's computational thinking skills. It was found that children in the treatment group who engaged in the robotic curricular intervention performed better on CT tests. This finding shows that an enhanced teaching experience using robots was beneficial for improving young children's computational thinking skills. The implications for designing appropriate curricula using robots for kindergarteners are addressed.

scholarly journals Coding as Literacy in Preschool: A Case Study

2021 ◽  
Vol 11 (5) ◽  
pp. 198
Author(s):  
Ana Francisca Monteiro ◽  
Maribel Miranda-Pinto ◽  
António José Osório
Keyword(s):  
Elementary Education ◽  
Developmentally Appropriate ◽  
Computational Thinking ◽  
School Subject ◽  
New Literacy ◽  
Computational Approaches ◽  
Knowledge Domains ◽  
And Robotics ◽  
Initial Framework

Coding is increasingly recognized as a new literacy that should be encouraged at a young age. This understanding has recontextualized computer science as a compulsory school subject and has informed several developmentally appropriate approaches to computation, including for preschool children. This study focuses on the introduction of three approaches to computation in preschool (3–6 years), specifically computational thinking, programming, and robotics, from a cross-curricular perspective. This paper presents preliminary findings from one of the case studies currently being developed as part of project KML II—Laboratory of Technologies and Learning of Programming and Robotics for Preschool and Elementary School. The purpose of the KML II project is to characterize how approaches to computation can be integrated into preschool and elementary education, across different knowledge domains. The conclusions point to “expression and communication” as an initial framework for computational approaches in preschool, but also to multidisciplinary and more creative methodological activities that offer greater scope for the development of digital and computational competences, as well as for personal and social development.

Discussing the Challenges Related to Deployment of Computational Thinking in Brazilian Basic Education

2013 ◽  
Author(s):  
Taina Carvalho ◽  
Daiane Andrade ◽  
Jayne Silveira ◽  
Victor Auler ◽  
Simone Cavalheiro ◽  
...  
Keyword(s):  
Basic Education ◽  
Computational Thinking

scholarly journals Mulheres na Computação: Uma Análise da Participação de Meninas em uma Maratona Gamificada e Desplugada de Pensamento Computacional

2021 ◽  
Author(s):  
Anderson Corrêa de Lima ◽  
Quesia De Araújo Santos ◽  
Amaury Antônio de Castro Junior ◽  
Claudio Zarate Sanavria
Keyword(s):  
Computer Science ◽  
Basic Education ◽  
Computational Thinking ◽  
Future Generations ◽  
Female Scientist ◽  
The Future

One of the most important issues discussed in computer science ineducation involves the professions of the future and the skills thatwill be required of these professionals. This paper discusses a skillthat is among the most important: Computational Thinking (CP).In this scenario, it is still notable the low participation of womenin areas related to technology. As a result, many countries havealready stimulated CP education since basic education. The goalis that future generations can not only operate, but understandhow technology is produced. One of the ways to stimulate CP inbasic education using Computer Science Unplugged (CSU). Themain contribution of this work, unlike others that have alreadyused CSU, was the proposal of a CSU intervention in a playful environment,which considers gamification principles, such as: phases,time, awards, scores, among others, in addition to the constructionof scenarios period and interaction with female scientist characters.The results of the intervention were collected through simplifiedquestionnaires for girls and increased to be quite positive.

Computational Thinking and Mathematics

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.

scholarly journals Professional Development of Code and Robotics Teachers Through Small Private Online Course (SPOC): Teacher Centrality and Pedagogical Strategies for Developing Computational Thinking of Students

2020 ◽  
pp. 073563312097343
Author(s):  
Shlomit Hadad ◽  
Tamar Shamir-Inbal ◽  
Ina Blau ◽  
Eynat Leykin
Keyword(s):  
Professional Development ◽  
Computational Thinking ◽  
Added Value ◽  
Independent Learning ◽  
Online Course ◽  
Structured Interviews ◽  
Pedagogical Strategies ◽  
Teacher Professional ◽  
One Year ◽  
And Robotics

This study explored (1) pedagogical strategies in Educational Coding and Robotics (ECR) learning which can develop computational thinking of students and (2) the degree of teacher centrality in the ECR classroom. In addition, we investigated (3) the added value of the Small Private Online Course (SPOC) to teacher professional development (TPD). We analyzed reflections of 80 in-service teachers on TPD through the SPOC (1,091 statements) and conducted semi-structured interviews with 13 of them one year after completing the course and teaching ECR in the classroom (328 statements). The most prominent strategies immediately after the TPD were constructing learning experiences, tinkering & debugging, and interdisciplinary learning, while one year later, experiential learning and collaborative learning were more common. Regarding the degree of teacher centrality, a year after teaching ECR curriculum the teachers had a significantly higher percentage of statements reflecting their role as a guide-on-the-side and as a partner of students in the learning process. Regarding the contribution of the SPOC for TPD, teacher statements revealed significantly more benefits than challenges in both points of time. Interestingly, the same categories emerged bottom-up as benefits and challenges: a variety of control dimensions, independent learning, learning and knowledge management and collaboration. Implications for educational theory and ECR practice are discussed.

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