scholarly journals Coding Success through Math Intervention in an Elementary School in Rural Amish Country

2019 ◽  
Author(s):  
Megan Brannon ◽  
Elena Novak
Keyword(s):  
Elementary School ◽  
Computer Science ◽  
Programming Languages ◽  
Computational Thinking ◽  
School Level ◽  
Knowledge Use ◽  
School Students ◽  
Use Of Technology ◽  
Mathematics Knowledge ◽  
K 12

Coding in the elementary classroom is a relatively new movement in K-12 education that intends to engage young people in computer science and technology-related study. Coding initiatives focus on introducing young learners to coding and developing their computational thinking abilities. Coding helps enhance problem solving, mathematics skills, and higher-order thinking. Nevertheless, educators face many challenges with teaching coding at the elementary school level, because of the newness of computer science concepts and programming languages, gaps in student mathematics knowledge, use of technology, a relatively short attention span of young students and not fully developed reasoning, logic, and inferential skills among many others. This report describes how math interventions helped elementary school students in rural Amish Country become more successful with their coding activities.

scholarly journals Application of iLearning Education in Learning Methods for Entrepreneurship and Elementary School Student Innovation

2020 ◽  
Vol 2 (2) ◽  
pp. 131-142
Author(s):  
Kim Beom Rii ◽  
Lee Kyung Choi ◽  
Yamato Shino ◽  
Hiroshi Kenta ◽  
Irsa Rizkita Adianita
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
School Level ◽  
Early Age ◽  
Ministry Of Education ◽  
School Students ◽  
Entrepreneurial Learning ◽  
Technology Learning ◽  
Use Of Technology ◽  
The Right

 Primary school is an early age in the introduction of information and communication technology, therefore it is necessary to be prepared abilities and skills in the use of technology. Learning about entrepreneurship at the elementary school level is generally still traditional, where valuable renewal results are created. However, in this 4.0 era, many elementary students still traditionally run entrepreneurship, this has not been a challenge in line with the Ministry of Education and Culture on an independent campus. In order to create the involvement of young people in the field of entrepreneurship, the right solution is how entrepreneurship learning in Learning can be applied from an early age, namely to elementary school students. SEP (School Enrichment Program) is an entrepreneurial learning application based on iLearning aimed at elementary school students to have a high quality of creativity and a willingness to innovate at an early age. Based on the observational test results the Ubiquitous Learning Method is significantly able to influence the motivation of elementary school students to be enthusiastic in terms of entrepreneurial learning from an early age, and to show the results that Cronbach's Alpha 0.9> 0.6 ie the SEP is very accurate in its application especially can improve the results significant in influencing the formation of intentions in entrepreneurship even more starting to spread the trend of entrepreneurship which has now touched various circles, one of them among students.

scholarly journals Teaching Japanese Elementary School Students Programming and Computational Thinking in a CLIL Environment

Impact ◽  
2021 ◽  
Vol 2021 (2) ◽  
pp. 34-35
Author(s):  
Yuka Kazahaya
Keyword(s):  
Elementary School ◽  
Programming Languages ◽  
Elementary School Students ◽  
English Language ◽  
First Language ◽  
Computational Thinking ◽  
Associate Professor ◽  
School Students ◽  
Additional Problem

In Japan there is an effort to add programming and English language to the curriculum at an earlier age so children develop an easy familiarity with both. Most programming languages use scripts based on English which presents an additional problem in teaching programming in countries where English is not the first language. Associate Professor Yuka Kazahaya, based at Okayama Prefectural University, is developing and promoting different methods of teaching both programming and English language in Japan.

Teaching Japanese Elementary School Students Programming and Computational Thinking in a CLIL Environment

Impact ◽  
2021 ◽  
Vol 2021 (7) ◽  
pp. 44-45
Author(s):  
Yuka Kazahaya
Keyword(s):  
Elementary School ◽  
Programming Languages ◽  
Elementary School Students ◽  
English Language ◽  
First Language ◽  
Computational Thinking ◽  
Associate Professor ◽  
School Students ◽  
Additional Problem

In Japan there is an effort to add programming and English language to the curriculum at an earlier age so children develop an easy familiarity with both. Most programming languages use scripts based on English which presents an additional problem in teaching programming in countries where English is not the first language. Associate Professor Yuka Kazahaya, based at Okayama Prefectural University, is developing and promoting different methods of teaching both programming and English language in Japan.

The English Camps as Method of Promoting Fun English at Elementary School Level in Indonesia

2020 ◽  
Vol 4 (2) ◽  
pp. 174
Author(s):  
Meida Rachmawati ◽  
Suzana Widjajanti ◽  
Ahmad Ahmad ◽  
Aslan Aslan
Keyword(s):  
Elementary School ◽  
Language Learning ◽  
Curriculum Design ◽  
Scientific Evidence ◽  
School Curriculum ◽  
School Level ◽  
English Learning ◽  
Learning Method ◽  
School Students ◽  
Scientific Publications

This article aimed to promote English in elementary school students through a fun learning method, called the Fun English Camp. Several studies had been conducted to encounter the best solution to handle this issue. The researchers used PRISMA Protocol as an instrument to collect the data that has been widely used in the process of selecting relevant articles. The researchers reviewed twenty five scientific publications, related to Fun English Camp that has become an English learning approach for beginner students. Through a review of twenty five scientific publications, for instance book and journal, the researchers got scientific evidence that introduction of a learning method with the term Fun English camp has an impact on promoting language learning for elementary school children in Indonesia. Thus, the fun English camp method can be an interesting method to be applied by elementary school curriculum design in Indonesia. Keywords: English Camps, Learning Method, Fun English Learning

Preparing Special Education Preservice Teachers to Teach Computational Thinking and Computer Science in Mathematics

2021 ◽  
pp. 088840642199237
Author(s):  
Emily C. Bouck ◽  
Phil Sands ◽  
Holly Long ◽  
Aman Yadav
Keyword(s):  
Special Education ◽  
Preservice Teachers ◽  
Computer Science ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Computational Thinking ◽  
Lesson Plans ◽  
Methods Course ◽  
Mathematics Methods ◽  
K 12

Increasingly in K–12 schools, students are gaining access to computational thinking (CT) and computer science (CS). This access, however, is not always extended to students with disabilities. One way to increase CT and CS (CT/CS) exposure for students with disabilities is through preparing special education teachers to do so. In this study, researchers explore exposing special education preservice teachers to the ideas of CT/CS in the context of a mathematics methods course for students with disabilities or those at risk of disability. Through analyzing lesson plans and reflections from 31 preservice special education teachers, the researchers learned that overall emerging promise exists with regard to the limited exposure of preservice special education teachers to CT/CS in mathematics. Specifically, preservice teachers demonstrated the ability to include CT/CS in math lesson plans and showed understanding of how CT/CS might enhance instruction with students with disabilities via reflections on these lessons. The researchers, however, also found a need for increased experiences and opportunities for preservice special education teachers with CT/CS to more positively impact access for students with disabilities.

scholarly journals Computational Thinking, Between Papert and Wing

2021 ◽  
Author(s):  
Michael Lodi ◽  
Simone Martini
Keyword(s):  
Science Education ◽  
Computer Science ◽  
Computer Science Education ◽  
Computational Thinking ◽  
School Curriculum ◽  
Common Theme ◽  
Technical Content ◽  
Technical Competencies ◽  
K 12 ◽  
Affective Involvement

AbstractThe pervasiveness of Computer Science (CS) in today’s digital society and the extensive use of computational methods in other sciences call for its introduction in the school curriculum. Hence, Computer Science Education is becoming more and more relevant. In CS K-12 education, computational thinking (CT) is one of the abused buzzwords: different stakeholders (media, educators, politicians) give it different meanings, some more oriented to CS, others more linked to its interdisciplinary value. The expression was introduced by two leading researchers, Jeannette Wing (in 2006) and Seymour Papert (much early, in 1980), each of them stressing different aspects of a common theme. This paper will use a historical approach to review, discuss, and put in context these first two educational and epistemological approaches to CT. We will relate them to today’s context and evaluate what aspects are still relevant for CS K-12 education. Of the two, particular interest is devoted to “Papert’s CT,” which is the lesser-known and the lesser-studied. We will conclude that “Wing’s CT” and “Papert’s CT,” when correctly understood, are both relevant to today’s computer science education. From Wing, we should retain computer science’s centrality, CT being the (scientific and cultural) substratum of the technical competencies. Under this interpretation, CT is a lens and a set of categories for understanding the algorithmic fabric of today’s world. From Papert, we should retain the constructionist idea that only a social and affective involvement of students into the technical content will make programming an interdisciplinary tool for learning (also) other disciplines. We will also discuss the often quoted (and often unverified) claim that CT automatically “transfers” to other broad 21st century skills. Our analysis will be relevant for educators and scholars to recognize and avoid misconceptions and build on the two core roots of CT.

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.

Advantaged/Disadvantaged School Neighborhoods, Parental Networks, and Parental Involvement at Elementary School

2017 ◽  
Vol 90 (4) ◽  
pp. 355-377 ◽  
Author(s):  
Angran Li ◽  
Mary J. Fischer
Keyword(s):  
Elementary School ◽  
First Grade ◽  
School Level ◽  
School Involvement ◽  
School Students ◽  
Data Set ◽  
Positive Effects ◽  
Parental School Involvement ◽  
Formal Organizations ◽  
Nationally Representative

This article examines the relationship between parental networks and parental school involvement during the elementary school years. Using a large, nationally representative data set of elementary school students—the Early Childhood Longitudinal Study–Kindergarten Cohort—and contextual data from the 2000 U.S. Census, our multilevel analysis shows that higher levels of parental networks in first grade are associated with higher levels of parental school involvement in third grade after controlling for individual- and school-level characteristics. Parental networks are positively related to school involvement activities in formal organizations that consist of parents, teachers, and school staff, including participating in parent–teacher organizations and volunteering at school. Furthermore, the positive effects of parental networks on parental school involvement is stronger for families whose children attend schools in disadvantaged neighborhoods. This suggests that well-connected parental networks can serve as a buffer against school neighborhood disadvantages in encouraging parents to be actively involved in schools.

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