Understanding Computational Thinking before Programming

2013 ◽  
pp. 316-338 ◽  
Author(s):  
Cagin Kazimoglu ◽  
Mary Kiernan ◽  
Liz Bacon ◽  
Lachlan MacKinnon
Keyword(s):  
Computer Science ◽  
Computational Thinking ◽  
Learning Approaches ◽  
Skills Acquisition ◽  
Game Based Learning ◽  
Game Play ◽  
Introductory Programming ◽  
Science Concepts ◽  
Game Elements ◽  
Learning Programming

This paper outlines an innovative game-based approach to learning introductory programming that is grounded in the development of computational thinking at an abstract conceptual level, but also provides a direct contextual relationship between game-play and learning traditional introductory programming. The paper proposes a possible model for, and guidelines in support of, this games-based approach contextualized by an analysis of existing research into the issues of learning programming and game based learning approaches. Furthermore, the proposed game-based learning model focuses not only on procedural and applied knowledge and associated skills acquisition in computational thinking, but also provides contextualised theoretical knowledge on Computer Science concepts. By way of illustration, the authors introduce a game prototype currently being developed to combine a puzzle solving game-play that uses Computer Science concepts as the game elements.

Understanding Computational Thinking before Programming

2011 ◽  
Vol 1 (3) ◽  
pp. 30-52 ◽  
Author(s):  
Cagin Kazimoglu ◽  
Mary Kiernan ◽  
Liz Bacon ◽  
Lachlan MacKinnon
Keyword(s):  
Computer Science ◽  
Computational Thinking ◽  
Learning Approaches ◽  
Skills Acquisition ◽  
Game Based Learning ◽  
Game Play ◽  
Introductory Programming ◽  
Science Concepts ◽  
Game Elements ◽  
Applied Knowledge

This paper outlines an innovative game-based approach to learning introductory programming that is grounded in the development of computational thinking at an abstract conceptual level, but also provides a direct contextual relationship between game-play and learning traditional introductory programming. The paper proposes a possible model for, and guidelines in support of, this games-based approach contextualized by an analysis of existing research into the issues of learning programming and game based learning approaches. Furthermore, the proposed game-based learning model focuses not only on procedural and applied knowledge and associated skills acquisition in computational thinking, but also provides contextualised theoretical knowledge on Computer Science concepts. By way of illustration, the authors introduce a game prototype currently being developed to combine a puzzle solving game-play that uses Computer Science concepts as the game elements.

scholarly journals Towards Understanding Information Systems Students’ Experience of Learning Introductory Programming: A Phenomenographic Approach

10.28945/4782 ◽  
2021 ◽  
Vol 20 ◽  
pp. 081-092
Author(s):  
Irene Govender
Keyword(s):  
Information Systems ◽  
Computer Science ◽  
Business Students ◽  
The Body ◽  
Future Research ◽  
Introductory Programming ◽  
Pedagogical Content ◽  
Programming Methodology ◽  
Body Of Knowledge ◽  
Learning Programming

Aim/Purpose: This study seeks to understand the various ways information systems (IS) students experience introductory programming to inform IS educators on effective pedagogical approaches to teaching programming. Background: Many students who choose to major in information systems (IS), enter university with little or no experience of learning programming. Few studies have dealt with students’ learning to program in the business faculty, who do not necessarily have the computer science goal of programming. It has been shown that undergraduate IS students struggle with programming. Methodology: The qualitative approach was used in this study to determine students’ notions of learning to program and to determine their cognitive processes while learning to program in higher education. A cohort of 47 students, who were majoring in Information Systems within the Bachelor of Commerce degree programme were part of the study. Reflective journals were used to allow students to record their experiences and to study in-depth their insights and experiences of learning to program during the course. Using phenomenographic methods, categories of description that uniquely characterises the various ways IS students experience learning to program were determined. Contribution: This paper provides educators with empirical evidence on IS students’ experiences of learning to program, which play a crucial role in informing IS educators on how they can lend support and modify their pedagogical approach to teach programming to students who do not necessarily need to have the computer science goal of programming. This study contributes additional evidence that suggests more categories of description for IS students within a business degree. It provides valuable pedagogical insights for IS educators, thus contributing to the body of knowledge Findings: The findings of this study reveal six ways in which IS students’ experience the phenomenon, learning to program. These ways, referred to categories of description, formed an outcome space. Recommendations for Practitioners: Use the experiences of students identified in this study to determine approach to teaching and tasks or assessments assigned Recommendation for Researchers: Using phenomenographic methods researchers in IS or IT may determine pedagogical content knowledge in teaching specific aspects of IT or IS. Impact on Society: More business students would be able to program and improve their logical thinking and coding skills. Future Research: Implement the recommendations for practice and evaluate the students’ performance.

RoboSTEAM Project

2021 ◽  
pp. 157-174
Author(s):  
Miguel Á. Conde ◽  
Francisco J. Rodríguez-Sedano ◽  
Camino Fernández-Llamas ◽  
Maria João Carvalho Ramos ◽  
Manuel Domingos Jesus ◽  
...  
Keyword(s):  
Computational Thinking ◽  
Thinking Skills ◽  
Educational Programs ◽  
University Education ◽  
Learning Approaches ◽  
Project Proposal ◽  
Challenge Based Learning ◽  
New Learning ◽  
Learning Programming ◽  
Initial Results

Digital society demands professionals prepared for the current landscape. It is necessary to teach current students how to employ and solve problems related to this constantly changing context. This requires new learning approaches that facilitate developing computational thinking skills by learning programming and applying STEAM disciplines. However, integrating STEAM and developing such skills is not easy in current educational programs. RoboSTEAM project is an Erasmus KA2 project that propose the application of challenge-based learning methodologies combined with the use of robots and physical devices in order help learners to develop computational thinking in pre-university education environments. This chapter describes the project proposal, partners involved, activities, and outcomes and initial results obtained.

scholarly journals Patterns of Computational Thinking Development while Solving Unplugged Coding Activities Coupled with the 3S Approach for Self-Directed Learning

2020 ◽  
Vol 9 (3) ◽  
pp. 1025-1045
Author(s):  
Arinchaya Threekunprapa ◽  
Pratchayapong Yasrİ
Keyword(s):  
High School ◽  
High School Students ◽  
Computer Science ◽  
Computational Thinking ◽  
Cost Effective ◽  
Self Directed Learning ◽  
School Students ◽  
Directed Learning ◽  
Science Concepts ◽  
The Cost

Using unplugged coding activities to promote computational thinking (CT) among secondary learners has become increasing popular. Benefits of using unplugged coding activities involve the cost-effective implementation, the ability to promote computer science concepts and self-efficacy in learning computer programming, and the engaging nature of active learning through collaboration. However, there is insufficient information regarding qualitative investigation on how learners develop their CT skills while working on unplugged coding tasks. This study therefore developed unplugged coding activities using flowcharts for high school students to learn computer science concepts, and to promote their CT skills. The activities consisted of five missions encompassing the concepts of sequence, repetition, input & variable, condition, and loop with condition. The data collection was carried out with 120 high students whose participation was video recorded and observed. A thematic analysis revealed that patterns of CT development started from initially developed, to partially developed and fully developed stages, respectively. The various stages were derived from different abilities to apply the computer science concepts to complete the missions with different expressions of CT skills. In addition, the study proposed a 3S self-directed learning approach for fostering the CT development, composing of self-check (in pairs), self-debug (in pairs), and scaffolding. It is therefore suggested to use the 3S model integrated with the unplugged coding activities for developing CT among high school learners.

scholarly journals Computational Thinking Tools: Analyzing concurrency and its representations

2018 ◽  
Vol 9 (1) ◽  
pp. 1
Author(s):  
Cleyton Slaviero ◽  
Edward Herman Haeusler
Keyword(s):  
Computer Science ◽  
Computational Thinking ◽  
Software System ◽  
Systematic Analysis ◽  
Science Concepts ◽  
Games And Simulations ◽  
Thinking Tools ◽  
Future Learning

Computational thinking (CT) tools, as a software system, express their designers' perspective on how a selected set of Computer Science concepts should be introduced, typically hiding details to avoid unnecessary complexity. This paper focuses on how concurrency is dealt with by five well-known tools in this domain: Scratch, Alice, AgentSheets, NetLogo and Greenfoot. We present the results of a systematic analysis contrasting their model of concurrent behavior with the corresponding metamessages, the messages about messages of concurrency, that trigger users' interpretation and learning of concurrency-related concepts. We present and discuss the conceptualizations that potentially emerge from using these five tools and compare them with established concurrency concepts. Our findings indicate opportunities for an explicit exploration of how some concurrency aspects are implemented in games and simulations built with CT tools. We believe that this might facilitate future learning and comprehension of complex concurrency concepts, considering that the knowledge embedded in these tools can also influence students’ understanding of concurrency.

scholarly journals Developing an Educational Game to support Cognitive Learning

2014 ◽  
Vol 3 (6) ◽  
Author(s):  
Mary Kiernan ◽  
Cagin Kazimoglu ◽  
Liz Bacon ◽  
Lachlan Mackinnon
Keyword(s):  
Problem Solving ◽  
Computer Science ◽  
Computational Thinking ◽  
Cognitive Learning ◽  
Educational Game ◽  
First Year ◽  
Logical Thinking ◽  
Introductory Programming ◽  
Programming Students

This paper outlines how an educational game can be used to support the learning of programming within the Computer Science (CS) discipline and reports on the qualitative results of a series of rigorous studies conducted through using this game on first year introductory programming students.  Although this paper applies to the CS discipline computational thinking (CT) is an intrinsic part of the games process applicable to any discipline.  This is because CT is a problem solving approach which combines logical thinking with CS concepts to produce a recipe for solving problems in any discipline regardless of where the problem lies.   

scholarly journals Design and development EduPocket A+

2021 ◽  
pp. 94-100
Author(s):  
Norfaridatul Akmar ◽  
Nur Yasmin Nadhirah ◽  
Ainul Tasneem ◽  
Iman Sabrina ◽  
Fitrah Nasuha
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Educational Games ◽  
Computational Thinking ◽  
Learning Approaches ◽  
Active Engagement ◽  
Game Based Learning ◽  
Engineering Mathematics ◽  
Collaborative Skills ◽  
Interest And Motivation

The objective of  Science, Technology, and Engineering Mathematics (STEM), is not only focused on scientific knowledge and concepts but 21st century skills such as collaborative skills, communication, critical thinking, creativity and computational thinking should be emphasized in science learning. This concept paper discusses how to develop the EduPocket A+ and this application features easy-to-grasp notes and animations to present the Physics syllabus in a simple manner. EduPocket A+ is an (Android APK) application where individuals are able to access notes) through interactive means as well as prep individuals to answer essay questions for the SPM Physics Paper 2. A review of the literature shows that educational games can improve student academic achievement. In addition, this learning approaches provide a fun learning environment, increasing active engagement students in learning, and increase students ’interest and motivation in STEM education. However, studies on game-based learning involving students as educational games designers or inventors are still lacking in Malaysia, especially at the secondary school. Furthermore, relatively little research has focused on the development of Edu-PocketA+  as effectiveness of educational games mastery of 21st century skills in STEM. Therefore, this concept paper discusses the development of EduPocketA+ that involving students in making games in learning, facilitating strategies in physics learning concepts and improve 21st century skills among students.

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