scholarly journals The Development of CT-S Learning Module on The Linear Motion Topic to Promote Computational Thinking Thinking

2019 ◽  
Vol 3 (3) ◽  
pp. 270
Author(s):  
Isra Khasyyatillah ◽  
Kamisah Osman
Keyword(s):  
Instructional Material ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Linear Motion ◽  
Validity And Reliability ◽  
Learning And Teaching ◽  
Programming Tools ◽  
Context Of Learning ◽  
Addie Model ◽  
Descriptive Statistical Analysis

Computational Thinking (CT) is the main skill of the 21st century that is increasingly attracting more researchers to study how to implement CT in the learning and teaching process. Among the CT tools that can be used to develop CT is programming. Currently, availability and easily accessible programming tools have led researchers and educators to explore how to introduce CT in the context of learning and teaching in schools. Recognizing the importance of implementing CT in the classroom, this study aims to develop the CT-S (Computational Thinking and Scratch) module for the Linear Motion topic. The type of this study is research and development research to develop modules based on the ADDIE model to produce the CT-S module with validity and reliability. Data were analyzed using descriptive statistical analysis. The result showed that the CT-S module was valid. It is eligible to be used as the instructional material of Physics. This study implies that computational thinking skills can be integrated with other subjects besides computer science like physics. Therefore, teachers can design lessons that are relevant to the context and students' characteristics.

Analyzing Current Visual Tools and Methodologies of Computer Programming Teaching in Primary Education

2018 ◽  
pp. 201-229
Author(s):  
Serhat Altiok ◽  
Erman Yükseltürk
Keyword(s):  
Creative Thinking ◽  
Computer Programming ◽  
Collaborative Work ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Visual Programming ◽  
General Description ◽  
Programming Tools ◽  
K 12 ◽  
Pedagogical Approaches

In our age, computational thinking that involves understanding human behavior and designing systems for solving problems is important as much as reading, writing and arithmetic for everyone. Computer programming is one of the ways that could be promote the process of developing computational thinking, in addition to developing higher-order thinking skills such as problem solving, critical and creative thinking skills etc. However, instead of focusing on problems and sub-problems, algorithms, or the most effective and efficient solution, focusing on programming language specific needs and problems affects the computational thinking process negatively. Many educators use different tools and pedagogical approaches to overcome these difficulties such as, individual work, collaborative work and visual programming tools etc. In this study, researchers analyze four visual programming tools (Scratch, Small Basic, Alice, App Inventor) for students in K-12 level and three methodologies (Project-based learning, Problem-based learning and Design-based learning) while teaching programming in K-12 level. In summary, this chapter presents general description of visual programming tools and pedagogical approaches, examples of how each tool can be used in programming education in accordance with the CT process and the probable benefits of these tools and approaches to explore the practices of computational thinking.

Integrating Computational Thinking and Mathematics

2022 ◽  
pp. 175-196
Author(s):  
Marja Bertrand ◽  
Immaculate Kizito Namukasa
Keyword(s):  
Education Reform ◽  
Creative Thinking ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Non Profit ◽  
The Arts ◽  
Learning Mathematics ◽  
Steam Education ◽  
Context Of Learning ◽  
And Mathematics

Globally, computational thinking and coding in schools has become more popular as well as a growing area of interest in education reform. Coupling coding with creative thinking promises to meaningfully engage students in their learning and to improve their coding and computational thinking skills. This prompts discussions about STEAM (Science, Technology, Engineering, Arts, and Mathematics), which promotes creativity and innovation through the integration of the arts in STEM subjects. This study addresses the following question: What mathematics and computational thinking do students learn through different models of STEAM education in non-profit and in-school contexts? A small sample was taken of four different STEAM programs in Ontario, Canada. We carried out a qualitative case study with 103 participants, 19 adults and 84 students. The findings from this study have implications for designing, implementing and researching K-8 STEAM programs that promote coding and computational thinking skills in the context of learning mathematics.

Analyzing Current Visual Tools and Methodologies of Computer Programming Teaching in Primary Education

2022 ◽  
pp. 648-676
Author(s):  
Serhat Altiok ◽  
Erman Yükseltürk
Keyword(s):  
Creative Thinking ◽  
Computer Programming ◽  
Collaborative Work ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Visual Programming ◽  
General Description ◽  
Programming Tools ◽  
K 12 ◽  
Pedagogical Approaches

In our age, computational thinking that involves understanding human behavior and designing systems for solving problems is important as much as reading, writing and arithmetic for everyone. Computer programming is one of the ways that could be promote the process of developing computational thinking, in addition to developing higher-order thinking skills such as problem solving, critical and creative thinking skills etc. However, instead of focusing on problems and sub-problems, algorithms, or the most effective and efficient solution, focusing on programming language specific needs and problems affects the computational thinking process negatively. Many educators use different tools and pedagogical approaches to overcome these difficulties such as, individual work, collaborative work and visual programming tools etc. In this study, researchers analyze four visual programming tools (Scratch, Small Basic, Alice, App Inventor) for students in K-12 level and three methodologies (Project-based learning, Problem-based learning and Design-based learning) while teaching programming in K-12 level. In summary, this chapter presents general description of visual programming tools and pedagogical approaches, examples of how each tool can be used in programming education in accordance with the CT process and the probable benefits of these tools and approaches to explore the practices of computational thinking.

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.

Integrating Computational Thinking and Mathematics

2020 ◽  
pp. 69-91
Author(s):  
Marja Bertrand ◽  
Immaculate Kizito Namukasa
Keyword(s):  
Education Reform ◽  
Creative Thinking ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Non Profit ◽  
The Arts ◽  
Learning Mathematics ◽  
Steam Education ◽  
Context Of Learning ◽  
And Mathematics

Globally, computational thinking and coding in schools has become more popular as well as a growing area of interest in education reform. Coupling coding with creative thinking promises to meaningfully engage students in their learning and to improve their coding and computational thinking skills. This prompts discussions about STEAM (Science, Technology, Engineering, Arts, and Mathematics), which promotes creativity and innovation through the integration of the arts in STEM subjects. This study addresses the following question: What mathematics and computational thinking do students learn through different models of STEAM education in non-profit and in-school contexts? A small sample was taken of four different STEAM programs in Ontario, Canada. We carried out a qualitative case study with 103 participants, 19 adults and 84 students. The findings from this study have implications for designing, implementing and researching K-8 STEAM programs that promote coding and computational thinking skills in the context of learning mathematics.

scholarly journals What is the Relationship between Students’ Computational Thinking Performance and School Achievement?

2019 ◽  
pp. 3-19 ◽  
Author(s):  
Yerkhan Mindetbay ◽  
Christian Bokhove ◽  
John Woollard
Keyword(s):  
Performance Test ◽  
School Achievement ◽  
Multiple Choice ◽  
Computational Thinking ◽  
Secondary Data ◽  
Thinking Skills ◽  
Validity And Reliability ◽  
Multiple Choice Questions ◽  
General School ◽  
The Relationship

This study investigates the relationship between computational thinking performance and general school achievement and explores to see if computational thinking performance can be predicted by algebra and informatics achievement. The sample group of 775 grade 8 students was drawn from 28 secondary schools across Kazakhstan. The students responded to a Computational Thinking Performance test of 50 multiple-choice questions and Computational Thinking Scale questionnaire. The test covers the concepts: logical thinking, generalisation and abstraction. The validity and reliability of the multiple-choice questions are tested using the Item Response Theory. The Likert type questionnaire covers five factors: creativity, algorithmic thinking, cooperation, critical thinking and problem solving. School achievement results (secondary data) include scores for a number of school subjects. The results of the study showed that the multiple-choice questions are valid and a reliable tool to measure computational thinking performance of students. Algebra, general school achievement and students’ perception of their computational thinking skills were significant predictors of computational thinking performance. The results revealed no gender difference in computational thinking performance and perceptions of computational thinking. The findings regarding the relationship between computational thinking performance, the students’ general school achievement and perceptions of computational thinking skills are compared and discussed.

scholarly journals Assessment of Eighth Grade Students' Domain-General Computational Thinking Skills

2021 ◽  
Vol 5 (1) ◽  
pp. 35-47
Author(s):  
Halit Karalar ◽  
Muhammet Mustafa Alpaslan
Keyword(s):  
Pearson Correlation ◽  
Computational Thinking ◽  
Thinking Skills ◽  
T Test ◽  
Eighth Grade ◽  
Validity And Reliability ◽  
Significant Difference ◽  
8Th Grade ◽  
Eighth Grade Students ◽  
Pearson Correlation Test

The aim of this study was to examine the domain-general CT skills of 8th grade students in Turkey. In the study, first, the domain-general CT scale was adapted to Turkish and then, the CT skills of the students were examined. This survey research was conducted with the 284 eighth grade students. The data were analyzed through confirmatory factor analysis, independent sample t-test and Pearson correlation test. The results of the validity and reliability tests showed that the domain-general CT scale was suitable for Turkish culture. T-test results showed no significant difference in the CT skills of the students according to gender, having a computer and internet access at home. A statistically significant difference in algorithm, evaluation, generalization, and general CT skills was found between students who learned programming and those who did not in favor of students learning programming. Correlational tests revealed that there was a positive and significant relationship between the programming experience of students who learn programming and their CT skills. As students' programming experience increased, their CT skills also increased. The results of the research were discussed, and recommendations for policy-makers and implementers were included.

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.”

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