The Acquisition of Computational Thinking through Mentoring: An Exploratory Study

Educational robotics are commonly present in kindergarten and primary school classrooms, particularly Bee-bot. Its ease of use allows the introduction of computer programming to young children in educational contexts from a science, technology, engineering, arts, and mathematics (STEAM) perspective. Despite this rise, there are still few investigations that collect evidence on the effectiveness of robotic interventions. Although mentoring experiences with robotics had been carried out in educational contexts, this work explores their effect on the acquisition of computational thinking skills through mentoring. Participants from the second grade, aged seven through eight years, were exposed to two sessions of robotics with Bee-bot in order to promote hands-on experimentation. The sessions were conducted by nine students of the fourth grade (the mentors), aged 10 to 11 years. A descriptive case-study methodology was employed for the analysis of the mentoring intervention. The effect of the mentoring experience was assessed in terms of motivation and computational thinking skills. Mixed quantitative and qualitative results show two important findings: (i) Mentoring is a powerful tool to be considered for improvement of the motivation and cooperation of students in their teaching–learning process, and (ii) computational thinking skills can be acquired by second-grade students through a mentoring process.

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PENERAPAN MODEL PEMBELAJARAN QUANTUM TEACHINGUNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA KELAS II SD NEGERI 010 SILIKUAN HULU KECAMATAN UKUI

Primary: Jurnal Pendidikan Guru Sekolah Dasar ◽

10.33578/jpfkip.v5i2.3714 ◽

2016 ◽

Vol 5 (2) ◽

pp. 259

Author(s):

Rubinem '

Keyword(s):

Learning Outcomes ◽

Mathematics Learning ◽

Second Grade ◽

Quantum Model ◽

Average Value ◽

Second Grade Students ◽

Teachers And Students ◽

And Mathematics ◽

Data Collection Technique ◽

Teaching Learning

The problem in this research is the low results of students' mathematics learning class II SD Negeri 010 Silikuan Hulu, from 34 students only 10 students or 29.41% were resolved. Based on this the researchers conducted a classroom action research with the aim of improving learning outcomes through the application of mathematical models of quantum teaching learning. This study was conducted by two cycles, each cycle consisting of two meetings and one daily tests, the instrument used is the observation sheet activities of teachers and students and math achievement test. The data collection technique used is the technique of observation and tests of learning outcomes. The study states that penarapan quantum model of teaching can enhance the activity of teachers and students and mathematics learning outcomes second grade students SD Negeri 010 Silikuan Hulu. This is supported by: (a) the activities of teachers in each cycle increases, in the first meeting of the first cycle of activities for teachers to get a score of 35, or 67.3% to the category quite well, at the first meeting the first cycle of activities for teachers to get a score of 41 or 78.8 % good category. At the first meeting of the second cycle increased with the acquisition of a score of 44 or 82.6% with very good categories and the second meeting of the second cycle obtain a score of 50 or 96.1% with very good category. Activities of students has increased, at the first meeting the first cycle of activity students obtain a score of 28 or 58.3% to the category quite well, at the first meeting the first cycle of activity students obtain a score of 34 or 70.8% in both categories. At the first meeting of the second cycle increased with the acquisition of a score of 43 or 89.5% with very good categories and the second meeting of the second cycle obtain a score of 46 or 95.8% to the category of very good; and (b) the results of students in each cycle has increased, the base score is the number of students who pass the 21 students with a percentage of 61.7% with the acquisition of an average value of 60.7. In the first cycle has increased the number of students who pass are 26 students with a percentage of 76.4% with the acquisition of an average value of 83.3. In the second cycle the number of students who pass the increase in the number of 34 students with a percentage of 88.23% with an average value of 92.7.

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Introduction to Computational Thinking With MI-GO

Open and Social Learning in Impact Communities and Smart Territories - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-5867-5.ch006 ◽

2019 ◽

pp. 110-137

Author(s):

Maria José de Miranda Nazaré Loureiro ◽

Filipe T. Tavares Moreira ◽

Susana Senos

Keyword(s):

Computational Thinking ◽

Qualitative Approach ◽

The Other ◽

Case Study Methodology ◽

Young Learners ◽

Other Hand ◽

Tangible Programming ◽

Study Methodology ◽

Young Students

The present study is part of a research about computational thinking and tangible robotics. A robot in development in Portugal, MI-GO robot, is part of the basis of this research. The objective is to determine the attitude of young students concerning tangible robots and to observe in what measure they contribute to the development of their STEM skills. On the other hand, it also aims to know what are the opinions of educators, teachers, and researchers concerning MI-GO's characteristics and what is their value, adequacy and suitability for the educational grades of young learners (from 5 to 10). The study consists on a qualitative approach based in a case study methodology, using the techniques of questionnaire and observation. At first the data reveal a clear adhesion to the robot and tangible programming by learners, and the researchers that analyzed the device consider it was a very adequate one and presented several suggestions to improve it.

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Assessing Algorithmic Thinking Skills in Early Childhood Education

Advances in Early Childhood and K-12 Education - Handbook of Research on Tools for Teaching Computational Thinking in P-12 Education ◽

10.4018/978-1-7998-4576-8.ch005 ◽

2020 ◽

pp. 104-139

Author(s):

Kalliopi Kanaki ◽

Michail Kalogiannakis ◽

Dimitrios Stamovlasis

Keyword(s):

Latent Class ◽

Computational Thinking ◽

Thinking Skills ◽

Theory And Practice ◽

Second Grade ◽

Environmental Study ◽

Assessment Instruments ◽

School Students ◽

Skill Levels ◽

Algorithmic Thinking

This chapter presents part of a wider project aimed at developing computational thinking assessment instruments for first and second grade primary school students. The applicability of the specific proposed tool, which concerns merely the algorithmic thinking (AT), was tested within the Environmental Study course (ESc). The main pillar of the work is the computational environment PhysGramming. The assessment of AT was based on mental tasks involving puzzles which require AT abilities. The AT test comprised of four puzzles with 4, 6, 9, and 12 pieces respectively, and the puzzle-solving performance was measured at the nominal level (success/failure). Latent class analysis (LCA), a robust multivariate method for categorical data, was implemented, which distinguished two clusters/latent classes corresponding to two distinct levels of AT. Moreover, LCA with covariates, such as gender, grade, achievement in ESc, and the use of plan revealed the association of the above variables with the AT skill-levels. Finally, the results and their implications for theory and practice are discussed.

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Integrating Computational Thinking and Mathematics

10.4018/978-1-6684-2411-7.ch009 ◽

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.

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Introducing Computational Thinking Unplugged in Early Childhood Education Within the Context of Physical and Natural Science Courses

10.4018/978-1-6684-2411-7.ch010 ◽

2022 ◽

pp. 197-222

Author(s):

Michail Kalogiannakis ◽

Kalliopi Kanaki

Keyword(s):

Early Childhood ◽

Pilot Study ◽

Natural Science ◽

Computational Thinking ◽

Second Grade ◽

Educational Activities ◽

Science Courses ◽

Digital Era ◽

Educational Framework ◽

Second Grade Students

In the contemporary digital era, introducing computational thinking concepts is considered an imperative need at all stages of schooling, since they are inextricably linked to skills applicable and beneficial in everyday life. This chapter presents a novel educational framework that aims to foster the growth of computational thinking at early childhood stages, within the context of physical and natural science courses, pursuing the unplugged philosophy and following the principles of game-based, project-based and collaborative learning. This chapter also presents a relevant pilot study, conducted with second grade students of a Greek primary school, with the objective of assessing the feasibility of the proposed educational framework, as well as examining its effectiveness. The results stemming from the pilot are promising and reveal that the proposed approach serves our goal to enhance computational thinking at the first stages of schooling through engaging and fun educational activities that appeal to young students.

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Computational Expression

Teaching Computational Thinking and Coding to Young Children - Advances in Early Childhood and K-12 Education ◽

10.4018/978-1-7998-7308-2.ch007 ◽

2021 ◽

pp. 134-156

Author(s):

Amanda L. Strawhacker ◽

Amanda A. Sullivan

Keyword(s):

Stem Education ◽

Visual Arts ◽

21St Century ◽

Fine Arts ◽

Computational Thinking ◽

Thinking Skills ◽

Pedagogical Approach ◽

The Past ◽

Science Technology ◽

And Mathematics

In the past two decades, STEM education has been slowly replaced by “STEAM,” which refers to learning that integrates science, technology, engineering, arts, and mathematics. The added “Arts” portion of this pedagogical approach, although an important step towards integrated 21st century learning, has long confused policymakers, with definitions ranging from visual arts to humanities to art education and more. The authors take the position that Arts can be broadly interpreted to mean any approach that brings interpretive and expressive perspectives to STEM activities. In this chapter, they present illustrative cases inspired by work in real learning settings that showcase how STEAM concepts and computational thinking skills can support children's engagement in cultural, performing, and fine arts, including painting, sculpture, architecture, poetry, music, dance, and drama.

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Computational Thinking and Mathematics

Leadership and Personnel Management ◽

10.4018/978-1-4666-9624-2.ch037 ◽

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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Using ScratchJr to Foster Young Children’s Computational Thinking Competence: A Case Study in a Third-Grade Computer Class

Journal of Educational Computing Research ◽

10.1177/0735633119872908 ◽

2019 ◽

Vol 58 (3) ◽

pp. 570-595

Author(s):

Pao-Nan Chou

Keyword(s):

Computational Thinking ◽

Third Graders ◽

Educational Training ◽

Case Study Methodology ◽

Testing And Debugging ◽

Active Involvement ◽

Quasi Experimental ◽

Quantitative Results ◽

Study Methodology

This study investigated young children’s computational thinking (CT) development by integrating ScratchJr into a programming curriculum. Twelve third graders (six males and six females) voluntarily participated in an experiment-based computer class conducted at a public elementary school in Taiwan. This study adopted a case study methodology to investigate research questions in one specific case (8-week CT educational training). A one-group quasi-experimental pretest and posttest design with the support of qualitative observation was used to examine four research topics: CT competence progress, programming behaviors in a CT framework, factors influencing CT competence, and learning responses to CT training. The quantitative results indicated that students immersing in weekly programming projects significantly improved in terms of their CT competence, which was mostly retained 1 month after completion of the class. The programming behaviors indicated that students’ CT concepts (sequence, event, and parallelism) and practice (testing and debugging as well as reusing and remixing) significantly improved. Moreover, parents’ active involvement in take-home assignments influenced students’ long-term CT competence retention. The qualitative results indicated that students enjoyed using tablet computers to learn ScratchJr programming and demonstrated various leaning behaviors in a three-stage instructional design model.

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What's Going On…

The Arithmetic Teacher ◽

10.5951/at.32.8.0033 ◽

1985 ◽

Vol 32 (8) ◽

pp. 33

Author(s):

Billy L. Hopkins

Keyword(s):

Elementary School ◽

Computer Literacy ◽

Literacy Program ◽

Second Grade ◽

Information Contact ◽

Second Grade Students ◽

Loan Program ◽

And Mathematics ◽

At Home

Elementary computer loan program. John H. Bayne Elementary School in Capitol Heights, Maryland, has implemented a program in which students can check out a computer for use at home. The three-component computer-literacy program is financed by a donation from Prescription Learning, an instructional firm in Springfield, Illinois. The program's components consist of computer literacy for kindergarten through second-grade students, skill reinforcement for students in grades four and six as a follow-up to reading and mathematics programs, and computer use at home for students in grades three and five. In the at-home component, students use the computers from four to six weeks. For more information contact Joyce Thomas, Principal, John H. Bayne Elementary School, 7010 Walker Mill Road, Capitol Heights, MD 20743 (301/336-1200).

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