Computational Thinking and Multifaceted Skills

2021 ◽  
pp. 1592-1615
Author(s):  
Gary Wong ◽  
Shan Jiang ◽  
Runzhi Kong
Keyword(s):  
Primary Schools ◽  
Computational Thinking ◽  
Complex Problem ◽  
Visual Programming ◽  
Learning Context ◽  
Problem Solving Skills ◽  
Programming Tools ◽  
Child Centered ◽  
Field Notes ◽  
Group Interviews

Computational thinking allows us to solve complex problem in a certain way, which has been taught in traditional computer science program in university. With the advanced digital computing technology, new visual programming tools have been developed to allow children at early age to explore the concept and practices of computational thinking, which could develop their multifaceted skills. In this study, it aims to report an exploratory study of two pioneer primary schools in Hong Kong on introducing computational thinking through coding. This study uses qualitative approach with classroom observations, field notes and group interviews (n = 14). We also develop a child-centered interview protocol to find out the perception of children in learning how to code. The results show that children are generally engaging in computational thinking activities and believe that this learning context can develop their multifaceted skills such as problem solving skills and creativity.

Computational Thinking and Multifaceted Skills

2018 ◽  
pp. 78-101 ◽  
Author(s):  
Gary Wong ◽  
Shan Jiang ◽  
Runzhi Kong
Keyword(s):  
Primary Schools ◽  
Computational Thinking ◽  
Complex Problem ◽  
Visual Programming ◽  
Learning Context ◽  
Problem Solving Skills ◽  
Programming Tools ◽  
Child Centered ◽  
Field Notes ◽  
Group Interviews

Computational thinking allows us to solve complex problem in a certain way, which has been taught in traditional computer science program in university. With the advanced digital computing technology, new visual programming tools have been developed to allow children at early age to explore the concept and practices of computational thinking, which could develop their multifaceted skills. In this study, it aims to report an exploratory study of two pioneer primary schools in Hong Kong on introducing computational thinking through coding. This study uses qualitative approach with classroom observations, field notes and group interviews (n = 14). We also develop a child-centered interview protocol to find out the perception of children in learning how to code. The results show that children are generally engaging in computational thinking activities and believe that this learning context can develop their multifaceted skills such as problem solving skills and creativity.

Computational Thinking and Multifaceted Skills

2021 ◽  
pp. 1470-1493
Author(s):  
Gary Wong ◽  
Shan Jiang ◽  
Runzhi Kong
Keyword(s):  
Primary Schools ◽  
Computational Thinking ◽  
Complex Problem ◽  
Visual Programming ◽  
Learning Context ◽  
Problem Solving Skills ◽  
Programming Tools ◽  
Child Centered ◽  
Field Notes ◽  
Group Interviews

Computational thinking allows us to solve complex problem in a certain way, which has been taught in traditional computer science program in university. With the advanced digital computing technology, new visual programming tools have been developed to allow children at early age to explore the concept and practices of computational thinking, which could develop their multifaceted skills. In this study, it aims to report an exploratory study of two pioneer primary schools in Hong Kong on introducing computational thinking through coding. This study uses qualitative approach with classroom observations, field notes and group interviews (n = 14). We also develop a child-centered interview protocol to find out the perception of children in learning how to code. The results show that children are generally engaging in computational thinking activities and believe that this learning context can develop their multifaceted skills such as problem solving skills and creativity.

Analyzing Current Visual Tools and Methodologies of Computer Programming Teaching in Primary Education

2018 ◽  
pp. 201-229
Author(s):  
Serhat Altiok ◽  
Erman Yükseltürk
Keyword(s):  
Creative Thinking ◽  
Computer Programming ◽  
Collaborative Work ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Visual Programming ◽  
General Description ◽  
Programming Tools ◽  
K 12 ◽  
Pedagogical Approaches

In our age, computational thinking that involves understanding human behavior and designing systems for solving problems is important as much as reading, writing and arithmetic for everyone. Computer programming is one of the ways that could be promote the process of developing computational thinking, in addition to developing higher-order thinking skills such as problem solving, critical and creative thinking skills etc. However, instead of focusing on problems and sub-problems, algorithms, or the most effective and efficient solution, focusing on programming language specific needs and problems affects the computational thinking process negatively. Many educators use different tools and pedagogical approaches to overcome these difficulties such as, individual work, collaborative work and visual programming tools etc. In this study, researchers analyze four visual programming tools (Scratch, Small Basic, Alice, App Inventor) for students in K-12 level and three methodologies (Project-based learning, Problem-based learning and Design-based learning) while teaching programming in K-12 level. In summary, this chapter presents general description of visual programming tools and pedagogical approaches, examples of how each tool can be used in programming education in accordance with the CT process and the probable benefits of these tools and approaches to explore the practices of computational thinking.

Analyzing Current Visual Tools and Methodologies of Computer Programming Teaching in Primary Education

2022 ◽  
pp. 648-676
Author(s):  
Serhat Altiok ◽  
Erman Yükseltürk
Keyword(s):  
Creative Thinking ◽  
Computer Programming ◽  
Collaborative Work ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Visual Programming ◽  
General Description ◽  
Programming Tools ◽  
K 12 ◽  
Pedagogical Approaches

In our age, computational thinking that involves understanding human behavior and designing systems for solving problems is important as much as reading, writing and arithmetic for everyone. Computer programming is one of the ways that could be promote the process of developing computational thinking, in addition to developing higher-order thinking skills such as problem solving, critical and creative thinking skills etc. However, instead of focusing on problems and sub-problems, algorithms, or the most effective and efficient solution, focusing on programming language specific needs and problems affects the computational thinking process negatively. Many educators use different tools and pedagogical approaches to overcome these difficulties such as, individual work, collaborative work and visual programming tools etc. In this study, researchers analyze four visual programming tools (Scratch, Small Basic, Alice, App Inventor) for students in K-12 level and three methodologies (Project-based learning, Problem-based learning and Design-based learning) while teaching programming in K-12 level. In summary, this chapter presents general description of visual programming tools and pedagogical approaches, examples of how each tool can be used in programming education in accordance with the CT process and the probable benefits of these tools and approaches to explore the practices of computational thinking.

Tools and Techniques for Teaching Computer Programming: A Review

2020 ◽  
Vol 49 (2) ◽  
pp. 170-198 ◽  
Author(s):  
Kanika ◽  
Shampa Chakraverty ◽  
Pinaki Chakraborty
Keyword(s):  
Computer Programming ◽  
Online Courses ◽  
Computational Thinking ◽  
Visual Programming ◽  
Research Literature ◽  
Game Based Learning ◽  
Problem Solving Skills ◽  
Timely Feedback ◽  
Almost All ◽  
Tools And Techniques

Courses on computer programming are included in the curricula of almost all engineering disciplines. We surveyed the research literature and identified the techniques that are commonly used by instructors for teaching these courses. We observed that visual programming and game-based learning can enhance computational thinking and problem-solving skills in students and may be used to introduce them to programming. Robot programming may be used to attract students to programming, but the success of this technique is subjected to the availability of robots. Pair and collaborative programming allows students to learn from one another and write efficient programs. Assessment systems help instructors in evaluating programs written by students and provide them with timely feedback. Furthermore, an analysis of citations showed that Scratch is the most researched tool for teaching programming. We discuss how these techniques may be used to teach introductory courses, advanced courses, and massive open online courses on programming.

scholarly journals An Exploration of the Role of Visual Programming Tools in the Development of Young Children’s Computational Thinking

2017 ◽  
Vol 15 (4) ◽  
pp. pp297-309 ◽  
Author(s):  
Simon Rose ◽  
M. P. Jacob Habgood ◽  
Tim Jay
Keyword(s):  
Computational Thinking ◽  
Visual Programming ◽  
Verbal Reasoning ◽  
Programming Tools ◽  
Overall Performance ◽  
Program Manipulation ◽  
The Impact ◽  
Programming Interfaces ◽  
Programming Interface

Programming tools are being used in education to teach computer science to children as young as 5 years old. This research aims to explore young children’s approaches to programming in two tools with contrasting programming interfaces, ScratchJr and Lightbot, and considers the impact of programming approaches on developing computational thinking. A study was conducted using two versions of a Lightbot-style game, either using a ScratchJr-like or Lightbot style programming interface. A test of non-verbal reasoning was used to perform a matched assignment of 40, 6 and 7-year-olds to the two conditions. Each child then played their version of the game for 30 minutes. The results showed that both groups had similar overall performance, but as expected, the children using the ScratchJr-like interface performed more program manipulation or ‘tinkering’. The most interesting finding was that non-verbal reasoning was a predictor of program manipulation, but only for the ScratchJr-like condition. Children approached the ScratchJr-like program differently depending on prior ability. More research is required to establish how children use programming tools and how these approaches influence computational thinking.

The effects of visual programming on elementary school students' computational thinking

2018 ◽  
Author(s):  
◽  
Ding Nan
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Computational Thinking ◽  
Visual Programming ◽  
Substantial Improvement ◽  
Three Dimensions ◽  
School Students ◽  
Problem Solving Skills ◽  
Testing And Debugging ◽  
Key Aspects

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Computational thinking (CT) has been identified as a key skill that people need in the rapidly developing information age. The research community proposed that exposing CT to young children would be beneficial for the development in their abstract thinking, critical thinking and problem solving skills. A variety of visual programming environments were designed and developed in recent years to fulfill this purpose. The current study implemented an Hour of Code visual programming activity, "Make a Flappy Game" on six classes of elementary school students, aiming to further our understanding of the effects of visual programming activities on elementary students' computational thinking by describing what students learn to do. Based on Brennan and Resnick's framework, the current study measured computational thinking in three dimensions: 1) students' understanding in key computational concepts; 2) students' usage of key aspects of computational practice; and 3) the key aspects of computational perspectives students demonstrated during the visual programming activities. A total of 119 elementary school students participated in the study. During the study, the students first filled in a pre-test questionnaire, and then performed the "Make a Flappy Game" visual programming activity, and then filled in a post-test questionnaire. The results show that overall students achieved significant improvement in their understanding in computational concepts. However, the results also indicated that the significant gains were due to a relatively small number of students who made substantial improvement. A considerable number of students still having difficulties understanding the concept of conditions and how the coding blocks actually work behind the visual representation. The results demonstrated students' implemented key aspects of computational practice: experimenting and iterating, testing and debugging. And the results also demonstrated students' computational perspectives in expressing, connecting and questioning. The study shed lights on the design of visual programming activities and the potential implementation of visual programming activities into elementary school classrooms

scholarly journals A PRELIMINARY STUDY TOWARDS DESIGNING A COMPUTATIONAL THINKING SKILLS BASED MODEL FOR THE DESIGN AND TECHNOLOGY IN PRIMARY SCHOOLS

2021 ◽  
Vol 6 (22) ◽  
pp. 115-127
Author(s):  
Rahimah Ismail ◽  
Azlina Ahmad ◽  
Halimah Badioze Zaman
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Design And Technology ◽  
Project Development ◽  
School Students ◽  
Problem Solving Skills ◽  
Preliminary Study ◽  
And Mathematics

21st century learning requires students to master a variety of future skills. This is important to increase their creativity and ability in solving problems systematically and creatively both in learning and in daily life. In improving thinking and problem-solving skills, Computational Thinking (CT) skills are important skills that need to be mastered by students. They are applicable not only in computer science but can also be applied in various other fields, especially Science, Technology, Engineering, and Mathematics (STEM). A preliminary study was conducted to identify the requirements to develop a model based on CT skills across STEM for the subject Design and Technology (RBT) in primary school. Results of the preliminary study show that the inability of students to think creatively and solve problems systematically is a contributing factor to problems faced by students in the Project Development part of RBT Year 5. This study explored RBT learning from the perspective of teachers and students. A survey was conducted using an instrument developed to further explore the problems faced by primary school students in the Project Development part of the RBT subject. Data of the survey were analysed using the Statistical Package for Social Science (SPSS) software, version 23.0, for data descriptions.

scholarly journals Elementary Students’ First Approach to Computational Thinking and Programming

2021 ◽  
Vol 11 (2) ◽  
pp. 80
Author(s):  
Susanne Kjällander ◽  
Linda Mannila ◽  
Anna Åkerfeldt ◽  
Fredrik Heintz
Keyword(s):  
Elementary School ◽  
Longitudinal Research ◽  
Computational Thinking ◽  
School Curriculum ◽  
Digital Competence ◽  
Policy And Practice ◽  
Positive Attitudes ◽  
Design For Learning ◽  
Students First ◽  
Group Interviews

Digital competence and programming are actively highlighted areas in education worldwide. They are becoming part of curricula all over the world, including the Swedish elementary school curriculum, Children are expected to develop computational thinking through programming activities, mainly in mathematics—which are supposed to be based on both proven experience and scientific grounds. Both are lacking in the lower grades of elementary school. This article gives unique insight into pupils’ learning during the first programming lessons based on a group of Swedish pupils’ experiences when entering school. The goal of the article is to inform education policy and practice. The large interdisciplinary, longitudinal research project studies approximately 1500 students aged 6–16 and their teachers over three years, using video documentation, questionnaires, and focus group interviews. This article reports on empirical data collected during the first year in one class with 30 pupils aged 6–7 years. The social semiotic, multimodal theoretical framework “Design for Learning” is used to investigate potential signs of learning in pupils’ multimodal representations when they, for example, use block programming in the primary and secondary transformation unit. We show that young pupils have positive attitudes to programming and high self-efficacy, and that pupils’ signs of learning in programming are multimodal and often visible in social interactions.

scholarly journals Students’ perceptions of visibility in physical education

2021 ◽  
pp. 1356336X2110258
Author(s):  
Eli-Karin S Åsebø ◽  
Helga S Løvoll ◽  
Rune J Krumsvik
Keyword(s):  
Physical Education ◽  
Structured Interviews ◽  
Study Approach ◽  
Transaction Model ◽  
Lesson Content ◽  
Field Notes ◽  
Group Interviews ◽  
Ninth Grade Students ◽  
Past Experiences ◽  
And Coping

The purpose of this study is to explore students’ perceptions of visibility in physical education (PE) using a single cumulative case study approach. Data were generated from the descriptive field notes of seven participant observations ( n = 77), individual semi-structured interviews ( n = 13) and five focus group interviews ( n = 18) with ninth-grade students (ages 14–15 years) from three classes in a public lower secondary school in Norway. The findings show that students perceive visibility differently depending on the context; some students like being visible in PE, while others dread it. Perceptions change rapidly and are situation-specific, influenced by the lesson content, the way the teacher facilitates the lessons, self-perception shaped by past experiences, the presence, actions, and attitudes of fellow students, body pressure and societal body ideals. The findings actualise the relevance of the transaction model of stress and coping ( Lazarus and Folkman, 1984 ) in determining when visibility in PE is and is not perceived as stressful. Consequently, the organization of the PE environment benefits from these insights.

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