scholarly journals Simulador de Robótica Educativa para la promoción del Pensamiento Computacional

2020 ◽  
Vol 20 (63) ◽  
Author(s):  
Cristian Manuel Ángel-Díaz ◽  
Eduardo Segredo ◽  
Rafael Arnay ◽  
Coromoto León
Keyword(s):  
Educational Institution ◽  
Computational Thinking ◽  
Software Tool ◽  
Thinking Skills ◽  
Visual Programming ◽  
Free Software ◽  
Different Types ◽  
Block Based ◽  
Visual Programming Language ◽  
Algorithmic Thinking

Este trabajo presenta una herramienta Web libre y gratuita que facilita a cualquier centro educativo la enseñanza de conceptos básicos sobre robótica y programación y que, al mismo tiempo, permite desarrollar habilidades relacionadas con el pensamiento computacional: descomposición, abstracción, reconocimiento de patrones y pensamiento algorítmico. Dicha herramienta permite diseñar y personalizar un robot a través del uso de distintos tipos de sensores. Tras su creación, dicho robot se podrá poner a prueba en un entorno de simulación mediante distintos retos. En dicho entorno podremos definir el comportamiento del robot por medio de un lenguaje de programación visual basado en bloques. Dichos bloques permiten definir las acciones a llevar a cabo por el robot en función de la información recogida por los sensores con el objetivo de superar los desafíos propuestos. This work presents a free software tool that facilitates the teaching of basic robotics and programming concepts at any educational institution. At the same time, it allows the development of computational thinking skills to be carried out: decomposition, abstraction, pattern recognition and algorithmic thinking. This tool allows the design and configuration of a robot through the specification of different types of sensors. After designing the robot, its behaviour can be simulated by means of different challenges proposed to the user. This behaviour is defined through a block-based visual programming language. Blocks allow actions that the robot has to perform based on the information gathered by the different sensors to be defined in order to pass a challenge.

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.

Assessing Algorithmic Thinking Skills in Early Childhood Education

2020 ◽  
pp. 104-139
Author(s):  
Kalliopi Kanaki ◽  
Michail Kalogiannakis ◽  
Dimitrios Stamovlasis
Keyword(s):  
Latent Class ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Theory And Practice ◽  
Second Grade ◽  
Environmental Study ◽  
Assessment Instruments ◽  
School Students ◽  
Skill Levels ◽  
Algorithmic Thinking

This chapter presents part of a wider project aimed at developing computational thinking assessment instruments for first and second grade primary school students. The applicability of the specific proposed tool, which concerns merely the algorithmic thinking (AT), was tested within the Environmental Study course (ESc). The main pillar of the work is the computational environment PhysGramming. The assessment of AT was based on mental tasks involving puzzles which require AT abilities. The AT test comprised of four puzzles with 4, 6, 9, and 12 pieces respectively, and the puzzle-solving performance was measured at the nominal level (success/failure). Latent class analysis (LCA), a robust multivariate method for categorical data, was implemented, which distinguished two clusters/latent classes corresponding to two distinct levels of AT. Moreover, LCA with covariates, such as gender, grade, achievement in ESc, and the use of plan revealed the association of the above variables with the AT skill-levels. Finally, the results and their implications for theory and practice are discussed.

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.

scholarly journals The influence of SRA programming on algorithmic thinking and self-efficacy using Lego robotics in two types of instruction

2019 ◽  
Author(s):  
Nardie L. J. A. Fanchamps ◽  
Lou Slangen ◽  
Paul Hennissen ◽  
Marcus Specht
Keyword(s):  
Self Efficacy ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Preliminary Measurement ◽  
Grid Diagrams ◽  
Mathematical Problems ◽  
Measured Effect ◽  
Primary School Pupils ◽  
Types Of Instruction ◽  
Algorithmic Thinking

AbstractThis study investigates the development of algorithmic thinking as a part of computational thinking skills and self-efficacy of primary school pupils using programmable robots in different instruction variants. Computational thinking is defined in the context of twenty-first century skills and describes processes involved in (re)formulating a problem in a way that a computer can process it. Programming robots offers specific affordances as it can be used to develop programs following a Sense-Reason-Act (SRA) cycle. The literature provides evidence that programming robots has the potential to enhance algorithmic thinking as a component of computational thinking. Specifically there are indications that pupils who use SRA-programming learn algorithmic skills better and achieve a higher level of self-efficacy in an open, scaffold learning environment than through direct instruction. In order to determine the influence of the instruction variant used, an experimental research design was made in which pupils solved algorithm-based mathematical problems (grid diagrams) in a preliminary measurement and their self-efficacy determined via a questionnaire. As an intervention, pupils learn to solve programming issues in pairs using “Lego NXT” robots and “Mindstorms” software in two instruction variants. The post-measurement consists of a Lego challenge, solving mathematical problems (grid diagrams), and a repeated self-efficacy questionnaire. This research shows an increase of our measures on algorithmic thinking dependent on the amount of SRA usage (though not significant). Programming using the SRA-cycle can be considered as the cause of the measured effect. The instruction variant used during the robotic intervention seems to play only a marginal role.

scholarly journals Development of the ICT Teachers’ Perceptions of the Contribution of Scratch Program to Programming Instruction Scale

2020 ◽  
Vol 4 (1) ◽  
pp. 53-71
Author(s):  
Serife Nur Yildiz ◽  
Alev Ates Cobanoglu ◽  
Tarik Kisla
Keyword(s):  
Programming Languages ◽  
Information And Communication Technologies ◽  
Programming Language ◽  
Visual Programming ◽  
Confirmatory Factor Analyses ◽  
Programming Instruction ◽  
Teachers Perceptions ◽  
National Education ◽  
Block Based ◽  
Visual Programming Language

Scratch which is one of the block-based software for facilitating programming teaching is commonly used for beginners of learning programming. However, there is a lack of studies about the perceptions of information and communication technologies (ICT) teachers regarding the contributions of this visual programming language. Therefore, this study deals with developing a scale for measuring ICT teachers’ perceptions based on unified theory of acceptance and use of technology (UTAUT) about Scratch’s contributions in teaching programming. The sample of the study includes 265 ICT teachers from Turkish Ministry of National Education (MoNE) secondary schools who used Scratch software in their courses. According to exploratory and confirmatory factor analyses results, final version for perceptions scale of ICT teachers regarding the contributions of block-based visual programming language (Scratch) includes 28 items. The Cronbach Alpha coefficient is 0.97. This scale can help the practitioners who aims at understanding the contributions of Scratch and the other block-based visual programming languages from ICT teachers’ perspective; the researchers who wish to investigate this contribution according to various variables and the decision-makers of using Scratch in programming instruction programs.  

scholarly journals Building Pocket Code build-variants

2018 ◽  
Vol 7 (4.15) ◽  
pp. 333
Author(s):  
Kirshan Kumar Luhana ◽  
. .
Keyword(s):  
Mobile Apps ◽  
Visual Programming ◽  
Android Application ◽  
Development Environment ◽  
Integrated Development ◽  
User Request ◽  
Code Variant ◽  
Code Sharing ◽  
Block Based ◽  
Visual Programming Language

Pocket Code is an integrated development environment (IDE) targeted at smartphones. With this IDE users can create mobile apps for the block-based visual programming language Catrobat. Pocket Code is released in various flavors with custom features for partners and projects (e.g., Pocket Code, Create@School, Phiro, and Standalone). All flavors extend a single common project codebase according to flavor specific requirements. The Standalone variants (debug and release) convert a Catrobat project into an Android application to install it independently and execute it without the need for an installed Pocket Code on an Android smartphone. Furthermore, it can be published on app stores for reputational and also monetary benefits. The app resource files and the configuration are generated on the fly upon a user request via the Pocket Code sharing platform. In this paper, the approach of building a Pocket Code variant and transform a Pocket Code project into an Android application are described. Especially the Standalone build variants have the potential to bring many interesting apps to the market.   

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