scholarly journals Fostering Computational Thinking Through Data Visualization and Design on Secondary School Students

2021 ◽  
Vol 27 (3) ◽  
pp. 285-302
Author(s):  
Güldem Alev Özkök
Keyword(s):  
Secondary School ◽  
Data Visualization ◽  
Secondary School Students ◽  
Algorithm Design ◽  
Real Life ◽  
Computational Thinking ◽  
Design Solution ◽  
Problem Analysis ◽  
Complex Data ◽  
School Students

This research aims to model the process of data visualization (DV) and design to facilitate computational thinking (CT) of secondary-level students. As an interdisciplinary method for visualizing complex data, creating data visualizations requires learners to analyze data from knowledge of pure and applied science. This study investigates creating DV to facilitate CT as an interdisciplinary method which combines mathematics and information technology. The study was carried out using synthesised design-based research (DBR) method by conducting two cycles comprised of five phases: problem analysis within real-life context, design solution, develop solution, evaluate in practice and reflection. CT dimensions (decomposition, pattern recognition, abstraction, and algorithm design) were tested by using the Computational Thinking through Data Visualization Rubric and reflection form acquired during implementation. The sample consisted of secondary school students in the data visualization creation process with 27 in the first cycle and 31 in the second cycle. This research proposes a model to facilitate development of CT by DV with the analysis of complex data, creating an effective method by enabling analytics and visualizing data. The proposed DV development process facilitating CT has the potential to inform research on interdisciplinary learning environments.

scholarly journals Exploratory and Confirmatory Factor Analysis for Disposition Levels of Computational Thinking Instrument Among Secondary School Students

2022 ◽  
Vol 11 (2) ◽  
pp. 639-652
Author(s):  
Saralah Sovey ◽  
Kamisah Osman ◽  
Mohd Effendi
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Computational Thinking ◽  
Reliability And Validity ◽  
Internal Consistency Reliability ◽  
Residual Variance ◽  
Validity And Reliability ◽  
School Students ◽  
Instrument Validity ◽  
Confirmatory Factor

<p style="text-align: justify;">Computational thinking (CT) is a method for solving complex problems, but also gives people an inventive inspiration to adapt to our smart and changing society. Globally it has been considered as vital abilities for solving genuine issues successfully and efficiently in the 21st century. Recent studies have revealed that the nurture of CT mainly centered on measuring the technical skill. There is a lack of conceptualization and instruments that cogitate on CT disposition and attitudes. This study attends to these limitations by developing an instrument to measure CT concerning dispositions and attitudes. The instruments' validity and reliability testing were performed with the participation from secondary school students in Malaysia. The internal consistency reliability, standardized residual variance, construct validity and composite reliability were examined. The result revealed that the instrument validity was confirmed after removing items. The reliability and validity of the instrument have been verified. The findings established that all constructs are useful for assessing the disposition of computer science students. The implications for psychometric assessment were evident in terms of giving empirical evidence to corroborate theory-based constructs and also validating items' quality to appropriately represent the measurement.</p>

scholarly journals Appreciation of Ambiguous Humorous Messages: The Influence of Processing Mode and Presentation

2015 ◽  
Vol 19 (1) ◽  
pp. 29-43
Author(s):  
Adam Kucharski ◽  
Celina Timoszyk-Tomczak
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Communicative Competence ◽  
Real Life ◽  
Statistical Analyses ◽  
School Students ◽  
Specific Nature ◽  
Processing Mode ◽  
Bona Fide ◽  
Informative Text

Abstract In the current study it was assumed that participants of the act of communication do not always follow the rules of cooperation, and sometimes build their utterance in a way that misleads the listener. It depends on the communicative competence of the listener and the message sender if an interaction between them takes place. Th e aim of this research was to assess to what extent deliberate, incorrect identification and the mode of communication in which the text is presented makes the audience lose their orientation in both bona-fide (informative) and non-bona-fide (playful) mode formulations. In order to answer these questions, two experiments were conducted using three types of texts: informative text with a humorous digression, humorous informative text, and a real life parody joke. Th e information preceding the presentation of the texts and the order in which they were shown was manipulated. Respondents assessed how funny each of the texts was. 85 high secondary school students participated in the survey. Th e conducted statistical analyses enabled us to establish that the information appearing at the beginning, i.e. the type of message (informative/humorous), can affect the recipient’s reaction and assessment of how funny a particular text was. Th e research results indicate that poor intensity of comicality in the messages may be aggravated by not indicating that they were intended to induce a humorous effect. This reveals the specific nature of humorous messages, bringing about an effect that is categorically inconsistent with the stimulus that precedes it.

scholarly journals Harness Soft Skills to Everyday Life: A Scientific Technique to Gain Success

2019 ◽  
Vol 8 (12) ◽  
pp. 2141-2145
Keyword(s):  
Secondary School ◽  
Everyday Life ◽  
Secondary School Students ◽  
Soft Skills ◽  
Real Life ◽  
Employment Opportunity ◽  
First Century ◽  
School Students ◽  
Senior Secondary School ◽  
Senior Secondary

Twenty first Century skills comprise the skills and abilities that are required by every individual to attain success in life. These skills are also commonly known as Soft Skills and are not only a pre requisite for any employment opportunity but are also highly valued in any classroom or profession. Unfortunately, despite the huge importance laid on the development of these skills, there exists a gap between the skills required for the success in life and the skills harnessed in the classrooms. A study was undertaken to find out the attitude of the senior secondary school students and the application of the soft skills in their real life. The findings revealed that the attitude of the learners towards the acquisition of these skills is vagrant and so is their application of these skills in real life. The present study aims to find out if attitude of the senior secondary school students towards the soft skills is correlated to the application of these skills in the real life.

scholarly journals A Study of Secondary School Students’ Participation in a Novel Course on Genomic Principles and Practices

2020 ◽  
Author(s):  
Adam Stefanile
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Quantitative Methods ◽  
Real Life ◽  
Design Development ◽  
School Students ◽  
Qualitative And Quantitative Methods ◽  
Research Questions ◽  
Modern Genomic ◽  
Development And Validation

AbstractThis paper presents the design, development, and validation of a study among secondary school students’ participation in a novel course on genomic principles and practices by analyzing and documenting evidence of their participation, and educational outcomes, in a novel course on genomic principles and practices. A mixed methods approach, using qualitative and quantitative methods, was used to address three research questions. 1) Based on affective evidence, how did secondary school students perceive and critically judge, content topics learned in a course on modern genomic principles and practices? 2) Based on cognitive evidence, how much of the content did secondary school students learn when they participated in a course on modern genomic principles and practices? 3) Using individual interview evidence, what are the major perceptions that the secondary school students expressed throughout the duration of the course? The participants were provided an opportunity to comment on the course through individual and collaborative interviews, in order to find out to what extent they perceived the course to be interesting and challenging. Future inquiry expanding from this research would help to establish the foundational pathway for designing a more inclusive genomics curriculum. In conclusion, the course offered real-life/real-world applications that encourage all students to conceptualize genomics, human health, diseases, medicine, ethics, beliefs, research, and careers.

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