A Computational Thinking Integration Model for Primary and Secondary Classrooms

2021 ◽  
pp. 41-56
Author(s):  
Steven Azeka ◽  
Aman Yadav
2020 ◽  
pp. 073563312097853
Author(s):  
Shenghua Zha ◽  
Debra A. L. Morrow ◽  
Jennifer Curtis ◽  
Shane Mitchell

Computer science and computational thinking (CT) education in K-12 schools have been escalating in recent years. A couple of CT instructional models have been proposed to depict the roles of CT in K-16 education. Yet, neither of them discussed CT infusion into a subject course. In this article, we proposed a CT-integration model called TPC2T. In this model, we suggested considering CT as a second subject and using an appropriate technological pedagogical approach to make students’ learning of two subjects meaningful and engaging. We implemented this model in a CT-integrated lesson in two sections of a high-school Spanish course. Students worked in small groups and coded three small and one comprehensive digital Spanish-culture stories in Scratch. Results showed that students taking the CT-integrated lesson had the same degree of improvement in their Spanish culture knowledge as their peers who did not take the CT-integrated lesson. Besides, students taking the CT-integrated lesson had a significant improvement in their CT knowledge. At the same time, their CT self-efficacy outperformed those who did not take the CT-integrated lesson. We discussed the results and offered suggestions for researchers and educators at the end of the article.


2017 ◽  
Vol 31 (2) ◽  
pp. 78-89 ◽  
Author(s):  
Asmir Gračanin ◽  
Igor Kardum ◽  
Jasna Hudek-Knežević

Abstract. The neurovisceral integration model proposes that different forms of self-regulation, including the emotional suppression, are characterized by the activation of neural network whose workings are also reflected in respiratory sinus arrhythmia (RSA). However, most of the previous studies failed to observe theoretically expected increases in RSA during emotional suppression. Even when such effects were observed, it was not clear whether they resulted from specific task demands, a decrease in muscle activity, or they were the consequence of more specific self-control processes. We investigated the relation between habitual or trait-like suppression, spontaneous, and instructed suppression with changes in RSA during negative emotion experience. A modest positive correlation between spontaneous situational and habitual suppression was observed across two experimental tasks. Furthermore, the results showed greater RSA increase among participants who experienced higher negative affect (NA) increase and reported higher spontaneous suppression than among those with higher NA increase and lower spontaneous suppression. Importantly, this effect was independent from the habitual suppression and observable facial expressions. The results of the additional task based on experimental manipulation, rather than spontaneous use of situational suppression, indicated a similar relation between suppression and RSA. Our results consistently demonstrate that emotional suppression, especially its self-regulation component, is followed by the increase in parasympathetic activity.


2011 ◽  
Author(s):  
Edusmildo Orozco ◽  
Rafael Arce-Nazario ◽  
Peter Musial ◽  
Cynthia Lucena-Roman ◽  
Zoraida Santiago

2019 ◽  
Author(s):  
Buket Ertugrul-Akyol

Author(s):  
M. M. Klunnikova

The work is devoted to the consideration of improving the quality of teaching students the discipline “Numerical methods” through the development of the cognitive component of computational thinking based on blended learning. The article presents a methodology for the formation of computational thinking of mathematics students, based on the visualization of algorithmic design schemes and the activation of the cognitive independence of students. The characteristic of computational thinking is given, the content and structure of computational thinking are shown. It is argued that a student with such a mind is able to manifest himself in his professional field in the best possible way. The results of the application of the technique are described. To determine the level of development of the cognitive component of computational thinking, a diagnostic model has been developed based on measuring the content, operational and motivational components. It is shown that the proposed method of developing computational thinking of students, taking into account the individual characteristics of students’ thinking, meaningfully based on the theoretical and practical aspects of studying the discipline, increases the effectiveness of learning the course “Numerical methods”. The materials of the article are of practical value for teachers of mathematical disciplines who use information and telecommunication technologies in their professional activities.


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