ASSESSMENT OF COMPUTATIONAL THINKING SKILLS THROUGH DIDACTIC TASKS IN PRIMARY SCHOOLS

2021 ◽  
Author(s):  
Lucie Bryndová ◽  
Milan Klement
Keyword(s):  
Primary Schools ◽  
Computational Thinking ◽  
Thinking Skills

Children Perceptions of the Effectiveness of Online Coding as a Supplement to in-person Boot Camps

2020 ◽  
Vol 1 (3) ◽  
Author(s):  
Akinode John Lekan ◽  
Oloruntoba Samson Abiodun
Keyword(s):  
Primary Schools ◽  
Computational Thinking ◽  
Thinking Skills ◽  
P Value ◽  
Significance Level ◽  
Learning And Teaching ◽  
Boot Camps ◽  
Learning Platform ◽  
Significant Difference ◽  
E Learning

The wide spread of Corona virus or Covid-19 pandemic across the world has affected educational system worldwide, resulting to partial closures of schools. In line with the efforts to contain the spread, governments in different countries have issued directives to close schools to curtail the virus. As a result, there is a paradigm shift in the educational sector with the rise of Online/E-Learning and Teaching. The purpose of this study was to examine children perceptions of online coding in a boot camp program in Nigeria during COVID-19 period. The data were collected through interviews and questionnaire from the participants. A sample of fifty students in primary schools (K-8) were randomly selected. The students were examined based on their previous knowledge using the normal classroom teaching and the knowledge acquired using the e-learning platform on Computational thinking via unplugged activities and scratch programming. Sample t-test was used to compare the level of skill/knowledge acquired during online coding class and coding in formal contexts. The result shows that there is no significant difference between the teaching methods because p-value >5% significance level. However, the class activities were hampered by the difficulties in breaking the participants into groups and technical challenges as a result of internet and power failure. It was concluded that both interventions significantly improved students’ computational thinking skills and competency.

scholarly journals A PRELIMINARY STUDY TOWARDS DESIGNING A COMPUTATIONAL THINKING SKILLS BASED MODEL FOR THE DESIGN AND TECHNOLOGY IN PRIMARY SCHOOLS

2021 ◽  
Vol 6 (22) ◽  
pp. 115-127
Author(s):  
Rahimah Ismail ◽  
Azlina Ahmad ◽  
Halimah Badioze Zaman
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Design And Technology ◽  
Project Development ◽  
School Students ◽  
Problem Solving Skills ◽  
Preliminary Study ◽  
And Mathematics

21st century learning requires students to master a variety of future skills. This is important to increase their creativity and ability in solving problems systematically and creatively both in learning and in daily life. In improving thinking and problem-solving skills, Computational Thinking (CT) skills are important skills that need to be mastered by students. They are applicable not only in computer science but can also be applied in various other fields, especially Science, Technology, Engineering, and Mathematics (STEM). A preliminary study was conducted to identify the requirements to develop a model based on CT skills across STEM for the subject Design and Technology (RBT) in primary school. Results of the preliminary study show that the inability of students to think creatively and solve problems systematically is a contributing factor to problems faced by students in the Project Development part of RBT Year 5. This study explored RBT learning from the perspective of teachers and students. A survey was conducted using an instrument developed to further explore the problems faced by primary school students in the Project Development part of the RBT subject. Data of the survey were analysed using the Statistical Package for Social Science (SPSS) software, version 23.0, for data descriptions.

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.

A Pathway into Computational Thinking in Primary Schools

2017 ◽  
pp. 165-175
Author(s):  
Aleksandra Djurdjevic-Pahl ◽  
Claus Pahl ◽  
Ilenia Fronza ◽  
Nabil El Ioini
Keyword(s):  
Primary Schools ◽  
Computational Thinking
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