scholarly journals Improving Novice Students’ Computational Thinking Skills by Problem-Solving and Metacognitive Techniques

2021 ◽  
Vol 20 (6) ◽  
pp. 88-108
Author(s):  
Nor Hasbiah Ubaidullah ◽  
Zulkifley Mohamed ◽  
Jamilah Hamid ◽  
Suliana Sulaiman ◽  
Rahmah Lob Yussof
Keyword(s):  
Problem Solving ◽  
Cognitive Skills ◽  
Teaching And Learning ◽  
Intervention Program ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Metacognitive Skills ◽  
Thinking Skill ◽  
Novice Students ◽  
Programming Courses

Admittedly, the teaching and learning of programming courses in the computer science and information technology programs have been extremely challenging. Currently, most instructors depend on either the problem-solving technique or the metacognitive technique to help students develop a range of cognitive skills, including metacognitive skills, which are important in the development of a strong computational thinking skill required for 21st-century learning. Studies focusing on the practices of instructors in using both techniques are scarce, thus motivating the researchers to carry out this study. This study was based on a qualitative approach involving a case-study design in which five (5) male and five (5) female instructors were selected from 10 pre-university centers in Malaysia as the respondents and participants in an intervention program. The research instruments used were an interview checklist and intervention guidelines. As anticipated, the findings showed that the activities of each technique could only help students develop certain sub-skills of the computational thinking skill, thus underscoring the need for instructors to integrate both techniques in their teaching practices. Thus, it could be reasoned that using either the metacognitive technique or the problem-solving technique alone would not be sufficient to help students develop strong computational thinking skills, as each technique has its strengths and weaknesses. Therefore, it becomes imperative for instructors to leverage the strengths of both techniques by integrating both of them in the teaching and learning of programming courses.

scholarly journals Discovering the Role of Problem-Solving and Discussion Techniques in the Teaching Programming Environment to Improve Students' Computational Thinking Skills

2021 ◽  
Vol 11 (12) ◽  
pp. 615-623
Author(s):  
Nor Hasbiah Ubaidullah ◽  
◽  
Zulkifley Mohamed ◽  
Jamilah Hamid ◽  
Suliana Sulaiman
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Computer Programming ◽  
Computational Thinking ◽  
Structured Interview ◽  
Thinking Skills ◽  
Survey Method ◽  
Teaching Techniques ◽  
University Lecturers ◽  
Programming Courses

Computational thinking skill is one of the essential abilities to be learned and perfected by students of this century. Studies have shown that in the teaching and learning of programming courses, discussion and problem-solving techniques have been widely used. However, studies based on the suitability of such teaching techniques for the development of the computational thinking skills of students are, however, lacking. In this context, this research was conducted to define the teaching techniques used by university lecturers when teaching a computer programming subject and to explore how the techniques can influence the development of the computational thinking skills of students. This research was based on a combination of qualitative and quantitative approaches involving a semi-structured interview and a survey method, respectively. The research sample consisted of eight (8) university lecturers recruited from several Malaysian public universities, who had been teaching computer science to undergraduates. The results showed that in teaching computer programming, a majority of the respondents used discussion and problem-solving methods, with each assisting students to gain computer programming skills and learn certain components of computational thinking. As such, it is recommended that teaching practitioners incorporate the discussion and problem-solving techniques in the teaching and learning of programming courses. The incorporation of such strategies will help students develop good computer programming and computational thinking skills encompassing all the fundamental elements. The results also revealed that the respondents had no experience in using the metacognitive technique. As such, it is also proposed that future research should focus on this technique to investigate any possible effects that it may have on the growth of the computer programming and computational thinking skills of undergraduates.

scholarly journals Scaffolding Problem Solving in Teaching and Learning The DPACE Model - A Design Thinking Approach

2020 ◽  
Vol 5 (2) ◽  
pp. 93-112
Author(s):  
Malliga K Govindasamy ◽  
Ngu Moi Kwe
Keyword(s):  
Teacher Education ◽  
Problem Solving ◽  
Cognitive Skills ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Design Thinking ◽  
Computational Thinking ◽  
Working Environment ◽  
Kuala Lumpur ◽  
Problem Solving Skills

Problem solving is a basic skill needed to function effectively in the working environment. Teachers are no exception to this professional demand. It is of utmost importance for teacher education programs to prepare pre-service teachers with this fundamental competency. The DPACE model is a preliminary effort by two teacher educators to enhance the problem-solving skills among pre-service teachers. The model was developed using the design thinking approach with reference to Vygotsky’s constructivism and grounded by questions as scaffolds to facilitate internalization of knowledge that teachers need to assist them in addressing and expanding their problem-solving boundaries. The main structure of the model consists of five domains developed with reference to computational thinking concepts. Each domain consists of open-ended questions formulated according to Bloom’s ordering of cognitive skills, taking pre-service teachers progressively toward better understanding of the problem and creating an efficient solution. This model was applied among 62 pre-service teachers enrolled in the TSLB3152 course at the Teacher Education Institute International Languages Campus, Kuala Lumpur, Malaysia. In total, 86.67% of the respondents reported that the DPACE model helped them in their problem-solving task and almost 78% of them scored an A grade in their coursework tasks facilitated using the DPACE model. Efforts are needed to further refine the questions and field test the model in other courses or situations with the hope that this ongoing teacher education effort will create a paradigm shift in the quest toward mastery of 21st century skills among pre-service teachers.

scholarly journals Computational Thinking Skills of Turkish and Indian Teacher Candidates: A Comparative Study

2021 ◽  
Vol 8 (1) ◽  
pp. 24-37
Author(s):  
Recep ÇAKIR
Keyword(s):  
Standard Deviation ◽  
Problem Solving ◽  
Comparative Study ◽  
Teacher Candidates ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Thinking Skill ◽  
Skill Levels ◽  
Five Factors ◽  
Faculty Of Education

The aim of this study is to compare computational thinking skills of teacher candidates who are educated in Turkey and India. For this purpose, 555 male and 212 female who are students in the Faculty of Education at a University in Turkey and, 239 male and 493 female who are students in Faculty of Education at University of Madras in India. Within the scope of the research, the “computer thinking skill levels scale" developed by Korkmaz, Çakır and Özden (2017) to measure the computer thinking skills of university students in Turkey was used. The scale consists of 29 items and five factors. The Cronbach alpha of Scale’ Turkish form is .822 and, Indian form is .769. Mean, standard deviation, t-test and ANOVA analyses were run on the collected data. According to the results, computational thinking skills of Indian teacher candidates are generally quite high, whereas Turkish teacher candidates are moderately high, and in both groups the students' highest level in term of factors is creativity, and the lowest one is problem-solving skill.

scholarly journals Pembelajaran Berdasarkan Senario dalam Mengajar Model Penyelesaian Masalah

2018 ◽  
Vol 10 (3-2) ◽  
Author(s):  
Shanthi Tamilselvam ◽  
Johari Surif
Keyword(s):  
Problem Solving ◽  
Secondary School ◽  
Teaching And Learning ◽  
Chemistry Education ◽  
Secondary School Teachers ◽  
Thinking Skills ◽  
Problem Solving Skills ◽  
Transcription Process ◽  
Education Levels ◽  
University Lecturers

This study aims to evaluate the suitability of the Scenario Based Learning Module (SBL), which has been designed in the topic of Problem Solving Models. The study also aims to examine the advantages of SBL in universities and secondary education levels.  In addition, this study was conducted to find out the barriers and constraints in the designated SBL.  Lecturers from a university and a secondary school participated in this study which is conducted as an interview.  The interview is aimed to gather information on the suitability and features of the module, as well as the advantages and obstacles in the SBL module.  The data obtained from the interviews are qualitatively analyzed through the transcription process.  The findings show that the modules are designed to be practiced at university level among students. The findings also show that the module has many advantages in terms of understanding the learning content, thinking skills and problem solving skills, social and collaborative skills and intrinsic motivation of students.  Additionally, obstacles and constraints that exist in SBL are also discussed. This study benefits from the perspective of providing information on the suitability, advantages and obstacles of SBL for the Problem Solving course in Chemistry Education.  In fact, university lecturers and secondary school teachers can take this study as a reference for SBL applications in teaching and learning.  University students can also benefit from the SBL module designed and the results of this study.

scholarly journals Pengembangan Ketrampilan Berpikir Tingkat Tinggi dengan Menggunakan Strategi Metakognitif Model Pembelajaran Problem Based Learning

2017 ◽  
Vol 2 (1) ◽  
pp. 77
Author(s):  
Sucipto Sucipto
Keyword(s):  
Problem Solving ◽  
Learning Strategies ◽  
Cognitive Abilities ◽  
Problem Based Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Metacognitive Skills ◽  
Higher Order Thinking Skills ◽  
Evaluation Problem

AbstrakSecara umum capaian ketrampilan berpikir tingkat tinggi peserta didik masih rendah dibanding negara lain. Untuk mengembangkan keterampilan berpikir  tingkat  tinggi, pendidik dituntut untuk menciptakan suasana belajar yang  mendukung  dan  menggunakan   strategi pembelajaran. Upaya meningkatkan ketrampilan berpikir peserta didik dapat dilakukan dengan meningkatkan ketrampilan metakognisinya. Ada berbagai jenis strategi metakognitif yang dapat dipilih pendidik, satu diantaranya menggunakan strategi pemecahan masalah (problem solving). Dalam proses pemecahan masalah, individu menggunakan kedua kemampuan kognitif dan keterampilan praktis, yang meliputi kegiatan metakognitif seperti analisis, sintesis dan evaluasi. Pembelajaran  berbasis masalah merupakan pendekatan pembelajaran yang digunakan untuk merangsang berpikir tingkat tinggi siswa dalam situasi yang berorientasi pada masalah yang nyata, termasuk di dalamnya belajar bagaimana belajar. AbstractIn general, higher order thinking skills achievements of learners is still low compared to other countries. To develop higher order thinking skills, educators are required to create a learning atmosphere that supports and use learning strategies. Efforts to improve thinking skills that learners can do to improve metacognitive skills. There are different types of metacognitive strategies that can be selected educators, one of which uses problem solving strategies. In the process of solving problems, individuals using both cognitive abilities and practical skills, which include metacognitive activities such as analysis, synthesis and evaluation. Problem-based learning is an instructional approach used to stimulate students' higher order thinking in situations oriented real problems, including learning how to learn.

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.

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