scholarly journals Analysis of Programming Skills Concept in Developing Problem Solving Skills

2019 ◽  
Vol 25 (1) ◽  
pp. 43-51
Author(s):  
Rina Harimurti ◽  
Ekohariadi Ekohariadi ◽  
Munoto Munoto ◽  
I Gusti Putu Asto B ◽  
Elizabeth Titiek Winanti
Keyword(s):  
Problem Solving ◽  
Programming Languages ◽  
Formal Education ◽  
Computational Thinking ◽  
Integrated Approach ◽  
Thinking Skills ◽  
School Curriculum ◽  
School Students ◽  
Problem Solving Skills ◽  
Programming Skills

Programming refers to a set of processes of writing, testing and correcting the program code aimed at creating a program that can do certain works in accordance with the programmer’s instructions, it requires the mastery of algorithms, logic and programming languages. This study discusses the concept of programming skills to develop problem solving skills, which focuses on secondary school students. Various activities allow students to collaborate and develop problem solutions. Some previous studies suggest that students can obtain knowledge and programming skills through formal and non-formal education even though formal education shows better results of students’ attainments. Given a basic programming skills, students are expected to have a high level of reasoning for their better problem solving skills to solve complex problems using computers through an integrated approach between thinking skills and computational thinking (CT). Computer programming has the effect of reasoning abilities for students, problem solving and self-efficacy. Currently, programming-based computation has been introduced in school curriculum at different levels. Consequently, teachers are required to teach relevant materials relevantly to the current curriculum.

Exploring Factors That Influence Computational Thinking Skills in Elementary Students’ Collaborative Robotics

2021 ◽  
pp. 073563312199247
Author(s):  
William H. Stewart ◽  
Youngkyun Baek ◽  
Gina Kwid ◽  
Kellie Taylor
Keyword(s):  
Problem Solving ◽  
Intrinsic Motivation ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Influential Factors ◽  
Educational Setting ◽  
School Students ◽  
Collaborative Robotics ◽  
Significant Relationships ◽  
5Th Grade

Recently educational robotics has expanded into curriculum beyond traditional STEM fields, and which can also be used to foster computational thinking (CT) skills. Prior research has shown numerous interdisciplinary benefits related to CT, however, these influential factors have often been investigated with relatively few variables. This study investigated factors that may lead to 4th and 5th grade elementary school students’ development of computational thinking skills in collaborative robotics activities by hypothesizing a model which proposed that a problem solving inventory, intrinsic motivation, and enjoyment were the main predictors of computational thinking skills. The model was then tested by surveying students with several psychometric inventories where a revised model was then constructed. The study found significant relationships between perceived competence and enjoyment, and learning motivation, and intrinsic motivation. Another important finding was that problem solving was a significant predictor of computational thinking skills. Results were interpreted with reference to implications for possible means of improving learning outcomes when using collaborative robotics in an educational setting.

scholarly journals Effects of Robotics Instructional Methods on Computational Thinking Skills of Middle School Students

2021 ◽  
Author(s):  
Andrew Patrick Cook
Keyword(s):  
Middle School ◽  
Problem Solving ◽  
Middle School Students ◽  
Instructional Methods ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Peer Collaboration ◽  
School Students ◽  
Problem Solving Strategies ◽  
K 12

As a tangible and motivating medium for students to engage in computational thinking, robotics has drawn interest from educators and researchers as K-12 schools continue to integrate STEM into curriculum. Through this mixed methods study, the researcher sought to explore the effects of robotics instructional methods (task-based and project-based) on the computational thinking skills of middle school students, including the problem-solving strategies used and the role of peer collaboration. The quantitative results of this study indicated no significant difference in the computational thinking skills of students participating in task-based or project-based robotics instruction. Interviews consisted of open-ended questions in which problem-solving and collaboration in robotics were explored from the perspectives of the participants. In both groups, problem-solving strategies encompassed all aspects of computational thinking as students took an iterative approach to problem-solving in both tasks and projects. Peer collaboration was naturally occurring and frequent among both groups. In task-based robotics instruction, peer collaboration and problem-solving strategies were primarily focused on the programming of the robot. In project-based robotics, peer collaboration and problem-solving strategies were applied throughout the entire design process, including the building and the programming of the robot. Through this study, the researcher hoped to provide a roadmap for the implementation of robotics in schools for K-8 students. As schools are increasingly seeking ways to integrate robotics into school curriculum, further research in this area on a larger scale is recommended.

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.

scholarly journals Process and Potential Factors to Develop Problem Solving Competency in Learning Electrolysis

2017 ◽  
Vol 9 (1-4) ◽  
Author(s):  
Suraiya Muhamad ◽  
Jamalludin Harun ◽  
Johari Surif ◽  
Noor Dayana Abdul Halim ◽  
Siti Salbiah Omar ◽  
...  
Keyword(s):  
Problem Solving ◽  
Secondary School ◽  
Scientific Knowledge ◽  
Thinking Skills ◽  
School Students ◽  
Ability Test ◽  
Problem Solving Skills ◽  
Problem Solving Competency ◽  
Malaysian Students ◽  
Chemistry Problem

This paper discusses a preliminary study which was undertaken to develop a model of authentic chemistry problem solving competency (PSC) in learning chemistry. Recent poor performance of Malaysian students in the Programme for International Students Assessment (PISA) on problem solving test could be due to a pervasive pattern of low application of higher order thinking skills (HOTS) in solving the open-ended problems in Malaysian teaching and learning scenarios. Hence, this study investigated how secondary school students solve open-ended problems in learning electrolysis and what are the underlying factors of their problem-solving competency. At the beginning, 112 chemistry students from a secondary school in Sarawak were selected as the participants. Semi-structured interviews and think aloud protocol (TAP) were conducted to five selected participants in order to investigate their problem solving processes practice. Quite similar findings have emerged: participants that scored with good score in chemistry problem solving ability test (CPSAT) have higher scientific knowledge and problem solving skills compared to low achieving participants. Scientific knowledge competency and problem solving skills have been identified as the major independent variables to develop chemistry problem solving competency. Outcomes from this study shall be used to design a module for one selected topic in chemistry and to develop a ‘Model of Authentic Chemistry Problem-solving Competency’ for school students in general.

The Interplay Between Mathematical and Computational Thinking in Primary School Students’ Mathematical Problem-Solving Within a Programming Environment

2021 ◽  
pp. 073563312097993
Author(s):  
Zhihao Cui ◽  
Oi-Lam Ng
Keyword(s):  
Problem Solving ◽  
Mathematical Thinking ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Computational Thinking ◽  
Programming Environment ◽  
Primary School Students ◽  
School Students ◽  
Mathematical Concepts ◽  
Block Based

In this paper, we explore the challenges experienced by a group of Primary 5 to 6 (age 12–14) students as they engaged in a series of problem-solving tasks through block-based programming. The challenges were analysed according to a taxonomy focusing on the presence of computational thinking (CT) elements in mathematics contexts: preparing problems, programming, create computational abstractions, as well as troubleshooting and debugging. Our results suggested that the challenges experienced by students were compounded by both having to learn the CT-based environment as well as to apply mathematical concepts and problem solving in that environment. Possible explanations for the observed challenges stemming from differences between CT and mathematical thinking are discussed in detail, along with suggestions towards improving the effectiveness of integrating CT into mathematics learning. This study provides evidence-based directions towards enriching mathematics education with computation.

Combining Webduino Programming With Situated Learning to Promote Computational Thinking, Motivation, and Satisfaction Among High School Students

2021 ◽  
pp. 073563312110399
Author(s):  
Ting-Ting Wu ◽  
Jian-Ming Chen
Keyword(s):  
High School ◽  
High School Students ◽  
Programming Languages ◽  
Situated Learning ◽  
Learning Strategy ◽  
Computational Thinking ◽  
Learning Motivation ◽  
School Students ◽  
Study Results ◽  
Significant Difference

Many countries have incorporated computational thinking (CT) and programming languages into their science and technology courses. Students can improve their CT ability by learning programming languages. Moreover, situated learning enables students to generate knowledge and master problem-solving skills through interaction with situations. This study incorporated Webduino learning and the situated learning strategy into a programming course and analyzed its impact on high school students’ CT ability, learning motivation, and course satisfaction. A quasi-experimental research method was adopted, wherein the experimental group was subjected to the situated learning strategy and the control group was subjected to a traditional teaching method. The study results revealed that integrating Webduino programming with situated learning could effectively improve five categories of CT skills; moreover, the activity models of situated learning enhanced the value and expectation dimensions of learning motivation. In addition, satisfaction with the course content and self-identity slightly improved. However, because teachers were required to elaborate on stories to promote learner engagement with life situations, the time available for programming was limited. Thus, no significant difference was observed in teaching satisfaction.

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