Research Anthology on Computational Thinking, Programming, and Robotics in the Classroom

2022 ◽  
Keyword(s):  
Computational Thinking ◽  
And Robotics

scholarly journals Coding as Literacy in Preschool: A Case Study

2021 ◽  
Vol 11 (5) ◽  
pp. 198
Author(s):  
Ana Francisca Monteiro ◽  
Maribel Miranda-Pinto ◽  
António José Osório
Keyword(s):  
Elementary Education ◽  
Developmentally Appropriate ◽  
Computational Thinking ◽  
School Subject ◽  
New Literacy ◽  
Computational Approaches ◽  
Knowledge Domains ◽  
And Robotics ◽  
Initial Framework

Coding is increasingly recognized as a new literacy that should be encouraged at a young age. This understanding has recontextualized computer science as a compulsory school subject and has informed several developmentally appropriate approaches to computation, including for preschool children. This study focuses on the introduction of three approaches to computation in preschool (3–6 years), specifically computational thinking, programming, and robotics, from a cross-curricular perspective. This paper presents preliminary findings from one of the case studies currently being developed as part of project KML II—Laboratory of Technologies and Learning of Programming and Robotics for Preschool and Elementary School. The purpose of the KML II project is to characterize how approaches to computation can be integrated into preschool and elementary education, across different knowledge domains. The conclusions point to “expression and communication” as an initial framework for computational approaches in preschool, but also to multidisciplinary and more creative methodological activities that offer greater scope for the development of digital and computational competences, as well as for personal and social development.

scholarly journals Professional Development of Code and Robotics Teachers Through Small Private Online Course (SPOC): Teacher Centrality and Pedagogical Strategies for Developing Computational Thinking of Students

2020 ◽  
pp. 073563312097343
Author(s):  
Shlomit Hadad ◽  
Tamar Shamir-Inbal ◽  
Ina Blau ◽  
Eynat Leykin
Keyword(s):  
Professional Development ◽  
Computational Thinking ◽  
Added Value ◽  
Independent Learning ◽  
Online Course ◽  
Structured Interviews ◽  
Pedagogical Strategies ◽  
Teacher Professional ◽  
One Year ◽  
And Robotics

This study explored (1) pedagogical strategies in Educational Coding and Robotics (ECR) learning which can develop computational thinking of students and (2) the degree of teacher centrality in the ECR classroom. In addition, we investigated (3) the added value of the Small Private Online Course (SPOC) to teacher professional development (TPD). We analyzed reflections of 80 in-service teachers on TPD through the SPOC (1,091 statements) and conducted semi-structured interviews with 13 of them one year after completing the course and teaching ECR in the classroom (328 statements). The most prominent strategies immediately after the TPD were constructing learning experiences, tinkering & debugging, and interdisciplinary learning, while one year later, experiential learning and collaborative learning were more common. Regarding the degree of teacher centrality, a year after teaching ECR curriculum the teachers had a significantly higher percentage of statements reflecting their role as a guide-on-the-side and as a partner of students in the learning process. Regarding the contribution of the SPOC for TPD, teacher statements revealed significantly more benefits than challenges in both points of time. Interestingly, the same categories emerged bottom-up as benefits and challenges: a variety of control dimensions, independent learning, learning and knowledge management and collaboration. Implications for educational theory and ECR practice are discussed.

scholarly journals Professional development of code and robotics teachers through Small Private Online Course (SPOC): Teacher centrality and pedagogical strategies for developing computational thinking of students

2021 ◽  
Author(s):  
Shlomit Hadad
Keyword(s):  
Professional Development ◽  
Computational Thinking ◽  
Added Value ◽  
Independent Learning ◽  
Online Course ◽  
Structured Interviews ◽  
Pedagogical Strategies ◽  
Teacher Professional ◽  
One Year ◽  
And Robotics

This study explored (1) pedagogical strategies in Educational Coding and Robotics (ECR) learning which can develop computational thinking of students and (2) the degree of teacher centrality in the ECR classroom. In addition, we investigated (3) the added value of the Small Private Online Course (SPOC) to teacher professional development (TPD). We analyzed reflections of 80 in-service teachers on TPD through the SPOC (1,091 statements) and conducted semi-structured interviews with 13 of them one year after completing the course and teaching ECR in the classroom (328 statements). The most prominent strategies immediately after the TPD were constructing learning experiences, tinkering & debugging, and interdisciplinary learning, while one year later, experiential learning and collaborative learning were more common. Regarding the degree of teacher centrality, a year after teaching ECR curriculum the teachers had a significantly higher percentage of statements reflecting their role as a guide-on-the-side and as a partner of students in the learning process. Regarding the contribution of the SPOC for TPD, teacher statements revealed significantly more benefits than challenges in both points of time. Interestingly, the same categories emerged bottom-up as benefits and challenges: a variety of control dimensions, independent learning, learning and knowledge management and collaboration. Implications for educational theory and ECR practice are discussed.

scholarly journals First steps in teaching computational thinking through mobile technology and robotics

2017 ◽  
Vol 17 (3) ◽  
pp. 37-52
Author(s):  
Titipan Phetsrikran ◽  
◽  
Wansuree Massagram ◽  
Antony Harfield ◽  
◽  
...  
Keyword(s):  
Mobile Technology ◽  
Computational Thinking ◽  
And Robotics

A Block-Based Arduino Programming Platform for Developing Computational Thinking Skills for K-12 Students

2021 ◽  
Author(s):  
Binsen Qian ◽  
Harry H. Cheng
Keyword(s):  
Real World ◽  
Autonomous Vehicles ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Critical Set ◽  
Programming Students ◽  
Hands On ◽  
Block Based ◽  
K 12 ◽  
And Robotics

Abstract As a critical set of skills in the 21st century, computational thinking has attracted increasing attention in K-12 education. Microcontrollers, combined with LEDs, actuators, and a variety of sensors, provide students countless real-world projects, such as autonomous vehicles, smart homes, and robotics. By solving those projects through programming, students will not only learn computational skills but also benefit from the hands-on activities to get some experience on solving real-world problems. It makes microcontroller projects a perfect tool to develop the computational thinking skills of K-12 students. Our previous work has proposed a solution for higher graders to program Arduino through Ch, a C/C++ interpreter. It is necessary, however, to develop a platform for lower graders (K-6) since most of them do not have the ability to type through the keyboard. This paper extends our previous work such that students can program Arduino on RoboBlockly, a block-based programming platform. In the paper, we will present two case studies to demonstrate how to build blocks to control the Arduino board and what concepts students will learn from those projects. In addition, the proposed platform also provides an interactive way of transitioning students from the block-based program to a text-based program in Ch.

scholarly journals An Investigation of the Relationship between Science Course Attitudes and Robotics Attitudes

2021 ◽  
Vol 9 (2) ◽  
pp. 15-29
Author(s):  
Gökhan GÜVEN
Keyword(s):  
Middle School Students ◽  
Computational Thinking ◽  
Attitude Scale ◽  
School Students ◽  
School Year ◽  
Self Confidence ◽  
New Knowledge ◽  
Practice Problem ◽  
The Relationship ◽  
And Robotics

The current study aimed to investigate the relationship between middle school students’ science course attitudes and robotics attitudes. To this end, the correlational survey model was used. The study group of the current study is comprised of 220 students attending middle schools in the 2019-2020 school year. In the study, the “Science Course Attitude Scale” was used to measure the students’ science course attitudes and the “Robotics Attitude Scale” was used to measure their robotics attitudes. In the study, the relationship between the robotics attitude dataset consisted of the learning desire, self-confidence, computational thinking and teamwork variables and the science course attitude dataset consisted of the daily life and learning new knowledge, difficulty in practice, problem solving, motivation and anxiety variables was analyzed with the canonical correlation analysis. As a result of the study, a significant correlation was found between the science course attitudes and the robotics attitudes and the covariance shared between the datasets was found to be 38.4%. The relationship between these two variables was discussed and various suggestions were made.

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