A Brief Discussion on Incentives and Barriers to Computational Thinking Education

2022 ◽  
pp. 253-269
Author(s):  
Hüseyin Özçınar
Keyword(s):  
Computer Science ◽  
Programming Language ◽  
Primary Education ◽  
Computer Programming ◽  
Computational Thinking ◽  
Thinking Skill ◽  
Logo Programming ◽  
Basic Concepts ◽  
The 1960S ◽  
Algorithmic Thinking

The idea that computational thinking or algorithmic thinking should be taught to everyone dates back to the 1960s. First in 1960s, Alan Perlis argued that computer programming should be taught to everyone because it can be used as a mental tool for understanding and solving every kind of problem. In 1980s, under the leadership of Seymour Papert, students at the level of primary education were attempted to be taught LOGO programming language with the aim of gaining procedural thinking skill. After the publication of Jeannette Wing's “computational thinking” in Communications of the ACM in 2006, the idea that the basic concepts of computer science should be learned by all was started to be debated widely again. In the present paper, the justifications for teaching computational thinking and applicability of teaching computational thinking within the context of existing conditions will be discussed.

A Brief Discussion on Incentives and Barriers to Computational Thinking Education

2018 ◽  
pp. 1-17 ◽  
Author(s):  
Hüseyin Özçınar
Keyword(s):  
Computer Science ◽  
Programming Language ◽  
Primary Education ◽  
Computer Programming ◽  
Computational Thinking ◽  
Thinking Skill ◽  
Logo Programming ◽  
Basic Concepts ◽  
The 1960S ◽  
Algorithmic Thinking

The idea that computational thinking or algorithmic thinking should be taught to everyone dates back to the 1960s. First in 1960s, Alan Perlis argued that computer programming should be taught to everyone because it can be used as a mental tool for understanding and solving every kind of problem. In 1980s, under the leadership of Seymour Papert, students at the level of primary education were attempted to be taught LOGO programming language with the aim of gaining procedural thinking skill. After the publication of Jeannette Wing's “computational thinking” in Communications of the ACM in 2006, the idea that the basic concepts of computer science should be learned by all was started to be debated widely again. In the present paper, the justifications for teaching computational thinking and applicability of teaching computational thinking within the context of existing conditions will be discussed.

How do Bebras Tasks Explore Algorithmic Thinking Skill in a Computational Thinking Contest?

2021 ◽  
Author(s):  
Ana Liz Souto Oliveira ◽  
Wilkerson L. Andrade ◽  
Dalton D. Serey Guerrero ◽  
Monilly Ramos Araujo Melo
Keyword(s):  
Computational Thinking ◽  
Thinking Skill ◽  
Algorithmic Thinking

Examining the Current Definitions of Computational Thinking

2022 ◽  
pp. 224-252
Author(s):  
Kadir Demir ◽  
Cansu Çaka ◽  
Nihal Dulkadir Yaman ◽  
Hakan İslamoğlu ◽  
Abdullah Kuzu
Keyword(s):  
Problem Solving ◽  
Computer Science ◽  
Human Behavior ◽  
Daily Life ◽  
Computational Thinking ◽  
Current Situation ◽  
Early Age ◽  
Algorithmic Problem ◽  
The World ◽  
Basic Concepts

Computational thinking involves understanding human behavior, designing systems and solving problems by applying the mental tools that reflect the computer science and basic concepts. Development of frameworks of computational thinking helps integrate computational thinking into education and daily life. It is important for students to start using the computational methods and tools as well as algorithmic problem solving in their educations from kindergarten level to university level. Importance of training on programming at early age was explained. In addition, the current situation of programming in education in the world was reviewed. Then curricula and projects in different countries were summarized. It is necessary to start studies at an early age to help individuals acquire these skills.

Creating the Original Bebras Tasks by High School Students

2018 ◽  
Vol 12 ◽  
pp. 99-110 ◽  
Author(s):  
Hiroki MANABE ◽  
Seiichi TANI ◽  
Susumu KANEMUNE ◽  
Yoshiki MANABE
Keyword(s):  
High School ◽  
High School Students ◽  
Computer Science ◽  
Computational Thinking ◽  
Learning Activity ◽  
School Students ◽  
Algorithmic Thinking

The Bebras Challenge is an International Challenge on Informatics and Computational Thinking (CT). The goal of the challenge is to make students interested in Computer Science (CS) and CT. The authors let students participate in Bebras in regular Informatics classes at a high school in Japan. Not only involving the challenge, but we also implemented a learning activity which students create original Bebras-like problems. The learning activity aims to make students recognize that materials for algorithmic thinking are around them. Most of the students worked well and produced idea full problems. They created many great works. And some of them were selected as Japanese representative questions for the International Bebras Task Workshop by the Japanese Committee for the IOI, which conducts the Bebras Challenge in Japan. Some of them were used in the actual Bebras Challenge. In this report, we show the students’ original questions and discuss the educational effect of this learning activity.

Gender Differences in the Use of the Logo Programming Language

1988 ◽  
Vol 4 (1) ◽  
pp. 49-55 ◽  
Author(s):  
Lyn Schaefer ◽  
Joan E. Sprigle
Keyword(s):  
Gender Differences ◽  
Programming Language ◽  
Computer Programming ◽  
Female Students ◽  
Mathematical Concepts ◽  
Male And Female ◽  
Logo Programming

This study examined the gender-related differences in which preschoolers assimilated the terminology associated with the computer, and some basic programming commands. Following microcomputer instructions in the use of the LOGO programming language, twenty preschoolers' computer performances were evaluated. It was discovered that both male and female students showed significant improvement in computer programming and mathematical concepts. However, in the area of computer terminology, the females were more apt to use the terminology as compared to the males.

scholarly journals An Overviuw Of The Teaching And Learning Process Basic Programming In Algorithm And Programming Courses

2021 ◽  
Vol 12 (2) ◽  
pp. 2934-2944
Author(s):  
Wilda Susanti, Et. al.
Keyword(s):  
Computer Science ◽  
Programming Languages ◽  
Learning Outcomes ◽  
Programming Language ◽  
Learning Process ◽  
Teaching And Learning ◽  
Computer Programming ◽  
Student Difficulties ◽  
Learning Programming ◽  
Programming Courses

In this paper, we review the literature related to computer programming learning, where Algorithms and Programming are the topic domains of the Informatics and Computer science clusters. There are 4 competencies in learning outcomes, such as: 1) understand algorithmic concepts; 2) master algorithm concepts and principles; 3) master programming language concepts; and 4) master programming languages and algorithms. The main focus of this review is on beginner programming and topics related to student difficulties in learning programming. Various problems experienced by beginners were identified from the literature to some of the solutions offered by researchers.

scholarly journals The Effect of Algorithm Education on Students’ Computer Programming Self-Efficacy Perceptions and Computational Thinking Skills

2020 ◽  
Vol 3 (3) ◽  
pp. 19-32
Author(s):  
PINAR MIHCI Türker ◽  
Ferhat Kadir Pala
Keyword(s):  
Self Efficacy ◽  
Teacher Candidates ◽  
Computer Programming ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Rank Test ◽  
Signed Rank ◽  
Algorithmic Problems ◽  
Signed Rank Test ◽  
Algorithmic Thinking

In this study, the effect of algorithm education on teacher candidates’ computational thinking skills and computer programming self-efficacy perceptions were examined. In the study, one group pretest posttest experimental design was employed. The participants consisted of 24 (14 males and 10 females) teacher candidates, majoring in Computer Education and Instructional Technology (CEIT). In order to determine the teacher candidates’ computer programming self-efficacy perceptions, the Computer Programming Self-Efficacy Scale was used, whereas Computational Thinking Skills Scale was used to determine their computational thinking skills. The Wilcoxon Signed-Rank Test was used to analyze the differences between pretest and posttest scores of students' computer programming self-efficacy perceptions and computational thinking skills. Throughout the practices, 10 different algorithmic problems were presented to the students each week, and they were asked to solve these problems using flow chart. For 13 weeks, 130 different algorithmic problems were solved. Algorithm education positively and significantly increased students' simple programming tasks, complex programming tasks and programming self-efficacy perceptions. On the other hand, algorithm education had a positive and significant effect only on students’ algorithmic thinking sub-dimension but did not have any effect on other sub-dimensions and computational thinking skills in general.  

Examining the Current Definitions of Computational Thinking

2018 ◽  
pp. 36-64 ◽  
Author(s):  
Kadir Demir ◽  
Cansu Çaka ◽  
Nihal Dulkadir Yaman ◽  
Hakan İslamoğlu ◽  
Abdullah Kuzu
Keyword(s):  
Problem Solving ◽  
Computer Science ◽  
Human Behavior ◽  
Daily Life ◽  
Computational Thinking ◽  
Current Situation ◽  
Early Age ◽  
Algorithmic Problem ◽  
The World ◽  
Basic Concepts

Computational thinking involves understanding human behavior, designing systems and solving problems by applying the mental tools that reflect the computer science and basic concepts. Development of frameworks of computational thinking helps integrate computational thinking into education and daily life. It is important for students to start using the computational methods and tools as well as algorithmic problem solving in their educations from kindergarten level to university level. Importance of training on programming at early age was explained. In addition, the current situation of programming in education in the world was reviewed. Then curricula and projects in different countries were summarized. It is necessary to start studies at an early age to help individuals acquire these skills.

How to Create a Pedagogic Conversational Agent for Teaching Computer Science

2019 ◽  
pp. 114-134
Author(s):  
José Miguel Ocaña ◽  
Elizabeth K. Morales-Urrutia ◽  
Diana Pérez-Marín ◽  
Silvia Tamayo-Moreno
Keyword(s):  
Natural Language ◽  
Computer Science ◽  
Primary Education ◽  
Computational Thinking ◽  
Computer Applications ◽  
Conversational Agent ◽  
Conversational Agents ◽  
Teacher Team

Pedagogic conversational agents are computer applications that can interact with students in natural language. They have been used with satisfactory results on the instruction of several domains. The authors believe that they could also be useful for the instruction of computer science programming. Therefore, in this chapter, the MEDIE methodology is described to explain how to create an agent to teach programming to primary education children and develop their computational thinking. The main steps are to communicate with the teacher team, to validate the interface, and to validate the functionality, practical sessions, and evaluation. The first two steps are covered in this chapter.

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