Developing Computational Thinking Using Lego Education WeDo at 4th Grade of Primary Education

2022 ◽  
pp. 156-174
Author(s):  
Ana María Pinto-Llorente
Keyword(s):  
Problem Solving ◽  
Social Science ◽  
Primary Education ◽  
Creative Thinking ◽  
Computational Thinking ◽  
Semantic Differential ◽  
Structured Interview ◽  
Case Study Method ◽  
Positive Perspective

The research was carried out at the School Santísima Trinidad in the framework of robotics education and social science. The aims of the study were to determine participants' perceptions about the effectiveness of the experience to meet the learning objective, to construct and programme robotics models, and to help pupils to become familiar with computational concepts and practices. Based on these goals, it employed a case study method in which were involved a teacher and 52 students of the fourth grade of primary education. The instruments used to collect data were a questionnaire, a semantic differential, a semi-structured interview, and a monitoring guide. The findings suggested participants' positive perspective towards the project to achieve the objectives and contents of the unit; acquire the skills of critical thinking, creative thinking, problem solving; apply their knowledge to real-world problems; and become familiar with some mechanical movements and with a set of computational concepts.

Developing Computational Thinking Using Lego Education WeDo at 4th Grade of Primary Education

2021 ◽  
pp. 298-316
Author(s):  
Ana María Pinto-Llorente
Keyword(s):  
Problem Solving ◽  
Social Science ◽  
Primary Education ◽  
Creative Thinking ◽  
Computational Thinking ◽  
Semantic Differential ◽  
Structured Interview ◽  
Case Study Method ◽  
Positive Perspective

The research was carried out at the School Santísima Trinidad in the framework of robotics education and social science. The aims of the study were to determine participants' perceptions about the effectiveness of the experience to meet the learning objective, to construct and programme robotics models, and to help pupils to become familiar with computational concepts and practices. Based on these goals, it employed a case study method in which were involved a teacher and 52 students of the fourth grade of primary education. The instruments used to collect data were a questionnaire, a semantic differential, a semi-structured interview, and a monitoring guide. The findings suggested participants' positive perspective towards the project to achieve the objectives and contents of the unit; acquire the skills of critical thinking, creative thinking, problem solving; apply their knowledge to real-world problems; and become familiar with some mechanical movements and with a set of computational concepts.

The Rhetorical Case: Its Roman Precedent and the Current Debate

1989 ◽  
Vol 19 (3) ◽  
pp. 203-226 ◽  
Author(s):  
Michael Mendelson
Keyword(s):  
Problem Solving ◽  
Technical Writing ◽  
Current Debate ◽  
Case Study Method ◽  
Full Spectrum ◽  
Problem Solving Skills ◽  
Early Case ◽  
New Phase

Because of the recent emphasis on rhetorical context in business and technical writing (BTW) instruction, the problem-solving case has become a staple in BTW classrooms. However, a number of critics have voiced concerns about the use of the rhetorical case. These concerns recall an ancient debate among Roman rhetoricians over an early case-study method called declamation. For contemporary theorists, the debate over case study revolves around its value as a stimulant to problem-solving skills, its ability to imitate the realistic circumstances of professional BTW, and its emphasis on persona and audience along with its deemphasis of the teacher. A full spectrum of arguments on these and other issues in the case-study debate indicates that the discipline is entering a new phase in its deliberations over the role of problem-solving and pragmatics in the BTW classroom.

Is There a (Viable) Crucial-Case Method?

2007 ◽  
Vol 40 (3) ◽  
pp. 231-253 ◽  
Author(s):  
John Gerring
Keyword(s):  
Social Science ◽  
Single Case ◽  
Critical Role ◽  
Case Method ◽  
Case Study Method ◽  
Case Selection ◽  
Science Disciplines

Case study researchers use diverse methods to select their cases, a matter that has elicited considerable comment and no little consternation. Of all these methods, perhaps the most controversial is the crucial-case method, first proposed by Harry Eckstein several decades ago. Since Eckstein’s influential essay, the crucial-case approach has been used in a multitude of studies across several social science disciplines and has come to be recognized as a staple of the case study method. Yet the idea of any single case playing a crucial (or critical) role is not widely accepted. In this article, the method of the crucial case is explored, and a limited defense (somewhat less expansive than that envisioned by Eckstein) of that method is undertaken. A second method of case-selection, closely associated with the logic of the crucial case, is introduced: the pathway case.

scholarly journals Information organization via computational thinking: case study in a primary school classroom

2020 ◽  
Author(s):  
Simone A. C. Cavalheiro ◽  
Ana M. Pernas ◽  
Marilton S. De Aguiar ◽  
Luciana Foss ◽  
André Du Bois ◽  
...  
Keyword(s):  
Problem Solving ◽  
Primary School ◽  
Fourth Graders ◽  
Computational Thinking ◽  
Logical Reasoning ◽  
Information Organization ◽  
Technological Innovations ◽  
Sorting Algorithms ◽  
School Classroom

Technological innovations have changed the profile of professionals required by economy sectors demanding skills related to problem solving and logical reasoning. Concurrently with this reality, Computational Thinking emerges as a methodology for solving problems, which is able to develop many of these skills. This article reports the experience in applying the activities referred as Binary Numbers, Color by Numbers, Sorting Algorithms and Battleships, which aims at developing some of necessary skills for the practice of Computational Thinking by fourth-graders. The article resumes the activities, and evaluates the obtained results.

scholarly journals DISCUSSING THE CONSEQUENCES OF ENVIRONMENTAL EDUCATION ACTIONS IN A CONTEXT OF REFLECTIVE MODERNITY

2017 ◽  
Vol 26 (2) ◽  
Author(s):  
Vanúzia Sari ◽  
Silviamar Camponogara
Keyword(s):  
Environmental Education ◽  
Structured Interview ◽  
Environmental Risks ◽  
Risk Society ◽  
Ecological Risks ◽  
Case Study Method ◽  
The Face ◽  
Health Institutions ◽  
Hospital Group

ABSTRACT Objective: to discuss the reasons why the results of environmental education in hospitals do not correspond to the expected based on the concepts of Risk Society and Reflective Modernity, and pointing out alternatives for more effective educational actions in these institutions. Method: this was a qualitative research using a case study method by interviewing nine workers from the Environmental Education Nucleus of a hospital group. The data were collected by documentary research and semi-structured interview and analyzed by content analysis. Results: the two categories showed that some elements related to Reflective Modernity contributed to the low effectiveness of environmental education actions in hospitals. These included: the influence of abstract systems (specialists) regarding the thinking of individuals; The existence of protective cocoons, reflexivity without reflection, complicity and generalized irresponsibility in the face of ecological risks, and also the segmentation of the environments, which leads to the pluralization of the self in various selves. Conclusion: it is recommended to use educational experiences based on sensitivity, life and art, accompanied by reflection. This would make it possible to break with this logic of self-confrontation with environmental risks, without weaving a reflection on them, which is typical of Reflective Modernity. In addition, it is suggested that health institutions locally adopt and, locally, a sound pro-environmental policy.

STUDI EKSPLORASI DAMPAK WORK FROM HOME TERHADAP KINERJA KARYAWAN DI MASA PANDEMI COVID-19 PADA BUMN DI WILAYAH DENPASAR

2020 ◽  
Vol 3 (2) ◽  
pp. 19-27
Author(s):  
Putu Pradiva Putra Salain ◽  
Made Santana Putra Adiyadnya ◽  
Putu Agus Eka Rismawan
Keyword(s):  
Qualitative Method ◽  
Employee Motivation ◽  
Structured Interview ◽  
Research Approach ◽  
Case Study Method ◽  
Advantages And Disadvantages ◽  
Exploratory Case Study ◽  
Work From Home ◽  
Working From Home

The purpose of this study was to identify and obtain information regarding the strengths and weaknesses of the concept of working from home during the Covid-19 pandemic. This study uses an exploratory case study method and its research approach uses a qualitative method used to obtain information on the strengths and weaknesses of the concept of working from home during the Covid-19 pandemic. In this study the number of respondents used was 10 employees of state-owned enterprises (BUMN) in the Denpasar area. For purposes of confidentiality, respondents are given the initials K1 through K10 with semi-structured interview techniques and a list of questions compiled and developed based on the related literature. The results of this study are the concept of work from home provides advantages and disadvantages for employees. The advantage referred to is that employees can save on transportation costs so that this is used to divert transportation expenses to meet household needs and to prevent the spread of Covid-19. While the lack of work from home in this case both in terms of internet costs, home atmosphere distruction and decreased levels of employee motivation in completing work.

scholarly journals English as a Medium of Instruction: Students’ Discernment in Nepal

2019 ◽  
Vol 29 ◽  
pp. 146-160
Author(s):  
Nani Babu Ghimire
Keyword(s):  
Qualitative Case Study ◽  
Structured Interview ◽  
Sampling Procedure ◽  
Community Schools ◽  
Medium Of Instruction ◽  
Case Study Method ◽  
Depth Data ◽  
University Level ◽  
Mind Set

English as a medium of instruction (EMI) has become a global phenomenon; and several countries of the world have adopted EMI in their classrooms from primary to university level including Nepal. This study seeks to explore the perception, practice and challenges of the students allied to using EMI for learning at secondary level in the community schools of Nepal. It looks at students’ attitude on EMI in terms of their upbeat mind-set, complicatedness and identity construction. A critical qualitative case study method was adopted for research and three students of an EMI-adopted community school of Sindhuli district were selected as the participants of study following the purposive sampling procedure. Semi-structured interview was conducted to elicit in-depth data from the participants. The raw data were transcribed and coded to develop the main themes maintaining the principles of relevancy. The findings reveal that the students have deeply rooted beliefs in learning through English because it secures their future by assisting them to get a job in the country or abroad. They have difficulties in speaking English and learning new vocabulary even though they are learning through English; but their teachers facilitate them with the Nepali equivalents. They feel proud of being the students of EMI schools because there is a superior credit of their school in the district and they are also supposed to be better qualified students in their locality.

scholarly journals Discovering the Role of Problem-Solving and Discussion Techniques in the Teaching Programming Environment to Improve Students' Computational Thinking Skills

2021 ◽  
Vol 11 (12) ◽  
pp. 615-623
Author(s):  
Nor Hasbiah Ubaidullah ◽  
◽  
Zulkifley Mohamed ◽  
Jamilah Hamid ◽  
Suliana Sulaiman
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Computer Programming ◽  
Computational Thinking ◽  
Structured Interview ◽  
Thinking Skills ◽  
Survey Method ◽  
Teaching Techniques ◽  
University Lecturers ◽  
Programming Courses

Computational thinking skill is one of the essential abilities to be learned and perfected by students of this century. Studies have shown that in the teaching and learning of programming courses, discussion and problem-solving techniques have been widely used. However, studies based on the suitability of such teaching techniques for the development of the computational thinking skills of students are, however, lacking. In this context, this research was conducted to define the teaching techniques used by university lecturers when teaching a computer programming subject and to explore how the techniques can influence the development of the computational thinking skills of students. This research was based on a combination of qualitative and quantitative approaches involving a semi-structured interview and a survey method, respectively. The research sample consisted of eight (8) university lecturers recruited from several Malaysian public universities, who had been teaching computer science to undergraduates. The results showed that in teaching computer programming, a majority of the respondents used discussion and problem-solving methods, with each assisting students to gain computer programming skills and learn certain components of computational thinking. As such, it is recommended that teaching practitioners incorporate the discussion and problem-solving techniques in the teaching and learning of programming courses. The incorporation of such strategies will help students develop good computer programming and computational thinking skills encompassing all the fundamental elements. The results also revealed that the respondents had no experience in using the metacognitive technique. As such, it is also proposed that future research should focus on this technique to investigate any possible effects that it may have on the growth of the computer programming and computational thinking skills of undergraduates.

scholarly journals Plugged or Unplugged Teaching: A Case Study of Students’ Preferences in the Teaching of Programming

2020 ◽  
Vol 4 (1) ◽  
pp. 3-32
Author(s):  
Ali Kürsat ERÜMIT ◽  
Güven SAHIN
Keyword(s):  
Student Satisfaction ◽  
Structured Interview ◽  
Activity Type ◽  
Case Study Method ◽  
Structured Interviews ◽  
Analysis Technique ◽  
Study Results ◽  
Conditional Structures ◽  
Activity Types

This study is an investigation of the effects of plugged and unplugged activities in a programming course using the Programming in Seven Steps (PSS) model on pupils' satisfaction and activity type preferences. A case study method was used in the classroom was the case. Data included students' diary, their responses on semi-structured interview forms, and semi-structured interviews with a selected sub-set of students. The collected data were analyzed by content analysis technique. It has been found that there are different factors that positively affect student satisfaction for "Conditional Structures", "Variables" and "Loops" courses that are processed according to YAP model. In addition, students' preferences and reasons for activity type differ. Study results show that training students with their preferred activity types increases their satisfaction and enable them to overcome associated difficulties more easily. It is concluded that because the PSS model is effective with students with different learning environment preferences, it can be used as a model to increase learner satisfaction with programming instruction.

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