scholarly journals Étude de la littérature sur la créativité en sciences de l’éducation dans les pays francophones

2021 ◽  
Vol 55 (3) ◽  
pp. 588-618
Author(s):  
Cindy De Smet ◽  
Mary-Beatrice Raileanu ◽  
Margarida Romero
Keyword(s):  
Content Analysis ◽  
Problem Solving ◽  
Literature Review ◽  
Personal Development ◽  
Scientific Literature ◽  
Computational Thinking ◽  
Educational Programs ◽  
French Language ◽  
Creativity Development ◽  
Educational Sciences

The term “creativity” is used in a wide variety of ways in professional, technological, socio-economical and educational contexts. In this paper, an exploratory literature review of the French-language scientific literature in educational sciences was conducted, revealing the fields of knowledge that mobilize the creativity concept. Both a descriptive and a categorical content analysis were employed. The results of these analyses allowed us to situate the context of creativity and to identify five fields of knowledge: 1) teaching and personal development, 2) problem solving and computational thinking, 3) artistic approach, 4) training and/or educational programs, and 5) creativity development factors.

scholarly journals Defining a New 21st Century Skill-Computational Thinking: Concepts and Trends

2018 ◽  
Vol 11 (4) ◽  
pp. 29 ◽  
Author(s):  
Halil Ibrahim Haseski ◽  
Ulas Ilic ◽  
Ufuk Tugtekin
Keyword(s):  
Content Analysis ◽  
Problem Solving ◽  
21St Century ◽  
Daily Life ◽  
Computational Thinking ◽  
Comprehensive Approach ◽  
21St Century Skill

Computational Thinking is a skill that guides the 21th century individual in the problems experienced during daily life and it has an ever-increasing significance. Multifarious definitions were attempted to explain the concept of Computational Thinking. However, it was determined that there was no consensus on this matter in the literature and several different concepts were mentioned in the definitions found in the literature. It was considered that this fact made it difficult to understand the concept of Computational Thinking. To establish a more comprehensive approach, the present study aimed to identify the concepts that are included in the Computational Thinking definitions that were presented in previous studies. It also aimed to reveal trends in the identified concepts throughout the years. As a result of the search, a total of 59 definitions were identified and a content analysis was conducted on these definitions. Analysis results demonstrated that Computational Thinking was defined based on several concepts such as problem solving, technology, thinking, individual and social qualities. Furthermore, it was determined that statements on thinking were prominent before 2006, and today, emphasis on problem solving and technology became more significant. It was considered that the present study would contribute to a better understanding of the Computational Thinking concept. At the end of the study, certain suggestions were presented for further research.

scholarly journals The Impact of Coding Apps to Support Young Children in Computational Thinking and Computational Fluency. A Literature Review

2021 ◽  
Vol 6 ◽  
Author(s):  
Stamatis Papadakis
Keyword(s):  
Problem Solving ◽  
Young Children ◽  
Literature Review ◽  
Emotional Development ◽  
Empirical Studies ◽  
Computational Thinking ◽  
Computational Fluency ◽  
The Media ◽  
Problem Solving Process ◽  
The Impact

Data that shows that young children can learn and acquire Computational Thinking (CT) skills has led governments and policymakers internationally to integrate CT into the curriculum, starting in the earliest grades. Researchers support the idea that this introduction must not solely focus on a problem-solving process skill (CT) but instead provide children with new ways to express themselves, supporting their cognitive, language, and socio-emotional development (Computational Fluency-CF). Coupled with the media and government’s rhetoric and an increasing number of apps offering various programming lessons, puzzles, and challenges, educators have been responsible for introducing young children to CT and CF using touchscreen technology. This paper presents a literature review (N = 21) of empirical studies on applying four coding apps to support young children’s learning of CT and CF. The main conclusion is that all apps positively affect the development of children’s CT skills. None of the apps can ultimately support the development of CF, although ScratchJr, with a “sandbox” approach, can better help students express themselves.

scholarly journals Hiding in Plain Sight: Identifying Computational Thinking in the Ontario Elementary School Curriculum

2017 ◽  
Vol 6 (1) ◽  
pp. 79 ◽  
Author(s):  
Eden J.V. Hennessey ◽  
Julie Mueller ◽  
Danielle Beckett ◽  
Peter A. Fisher
Keyword(s):  
Elementary School ◽  
Content Analysis ◽  
Problem Solving ◽  
Qualitative Analysis ◽  
Computer Science ◽  
21St Century ◽  
Computational Thinking ◽  
School Curriculum ◽  
Almost All ◽  
Relevant Consideration

Given a growing digital economy with complex problems, demands are being made for education to addresscomputational thinking (CT) – an approach to problem solving that draws on the tenets of computer science. Weconducted a comprehensive content analysis of the Ontario elementary school curriculum documents for 44 CT-relatedterms to examine the extent to which CT may already be considered within the curriculum. The quantitative analysisstrategy provided frequencies of terms, and a qualitative analysis provided information about how and where termswere being used. As predicted, results showed that while CT terms appeared mostly in Mathematics, and concepts andperspectives were more frequently cited than practices, related terms appeared across almost all disciplines and grades.Findings suggest that CT is already a relevant consideration for educators in terms of concepts and perspectives;however, CT practices should be more widely incorporated to promote 21st century skills across disciplines. Futureresearch would benefit from continued examination of the implementation and assessment of CT and its relatedconcepts, practices, and perspectives.

scholarly journals Black-Box-Based Mathematical Modelling of Machine Intelligence Measuring

Mathematics ◽  
2021 ◽  
Vol 9 (6) ◽  
pp. 681
Author(s):  
László Barna Iantovics
Keyword(s):  
Problem Solving ◽  
Scientific Literature ◽  
Real Life ◽  
Intelligent Agent ◽  
Difficult Problem ◽  
Black Box ◽  
Machine Intelligence ◽  
Agent Based ◽  
Np Hard Problem ◽  
Box Method

Current machine intelligence metrics rely on a different philosophy, hindering their effective comparison. There is no standardization of what is machine intelligence and what should be measured to quantify it. In this study, we investigate the measurement of intelligence from the viewpoint of real-life difficult-problem-solving abilities, and we highlight the importance of being able to make accurate and robust comparisons between multiple cooperative multiagent systems (CMASs) using a novel metric. A recent metric presented in the scientific literature, called MetrIntPair, is capable of comparing the intelligence of only two CMASs at an application. In this paper, we propose a generalization of that metric called MetrIntPairII. MetrIntPairII is based on pairwise problem-solving intelligence comparisons (for the same problem, the problem-solving intelligence of the studied CMASs is evaluated experimentally in pairs). The pairwise intelligence comparison is proposed to decrease the necessary number of experimental intelligence measurements. MetrIntPairII has the same properties as MetrIntPair, with the main advantage that it can be applied to any number of CMASs conserving the accuracy of the comparison, while it exhibits enhanced robustness. An important property of the proposed metric is the universality, as it can be applied as a black-box method to intelligent agent-based systems (IABSs) generally, not depending on the aspect of IABS architecture. To demonstrate the effectiveness of the MetrIntPairII metric, we provide a representative experimental study, comparing the intelligence of several CMASs composed of agents specialized in solving an NP-hard problem.

Computer Science Unplugged: A Systematic Literature Review

2021 ◽  
pp. 004723952110188
Author(s):  
Ali Battal ◽  
Gülgün Afacan Adanır ◽  
Yasemin Gülbahar
Keyword(s):  
Literature Review ◽  
Computer Science ◽  
Systematic Literature Review ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Inclusion Criteria ◽  
Relevant Research ◽  
Tangible Programming ◽  
Review Procedure ◽  
Research Studies

The computer science (CS) unplugged approach intends to teach CS concepts and computational thinking skills without employing any digital tools. The current study conducted a systematic literature review to analyze research studies that conducted investigations related to implementations of CS unplugged activities. A systematic review procedure was developed and applied to detect and subsequently review relevant research studies published from 2010 to 2019. It was found that 55 research studies (17 articles + 38 conference proceedings) satisfied the inclusion criteria for the analysis. These research studies were then examined with regard to their demographic characteristics, research methodologies, research results, and main findings. It was found that the unplugged approach was realized and utilized differently among researchers. The majority of the studies used the CS unplugged term when referring to “paper–pencil activities,” “problem solving,” “storytelling,” “games,” “tangible programming,” and even “robotics.”

scholarly journals The ‘3CE2CE’ Framework—Change Management Towards a Circular Economy: Opportunities for Agribusiness

2021 ◽  
Author(s):  
Nan-Hua Nadja Yang ◽  
Ana Carolina Bertassini ◽  
Jéssica Alves Justo Mendes ◽  
Mateus Cecílio Gerolamo
Keyword(s):  
Content Analysis ◽  
Literature Review ◽  
Change Management ◽  
Circular Economy ◽  
Agricultural Sector ◽  
Implementation Process ◽  
Managerial Practices ◽  
Depth Analysis ◽  
The Common ◽  
Transformation Processes

AbstractFor the transition towards a circular economy (CE), organisations have to be prepared to adapt to major changes. Thus, the concept and implementation of change management (CM) will be essential to an organisation’s success during this transformative period. Studies have shown that organisational CE barriers were more significant than individual CE barriers. To overcome such obstacles, the most appropriate set of managerial practices should be carefully considered. These barriers also have the potential to influence the agricultural sector, which seeks to adopt more sustainable ways of production. The goal of this paper is to propose a solution framework based on CM strategies to overcome organisational challenges posed by a CE, especially for agribusinesses. To accomplish this objectively, a systematic literature review and a content analysis were conducted. The common errors in CM within the implementation process and the main CE barriers were identified and classified. An in-depth analysis of the issue’s roots led to a solid understanding of how to tackle such CM problems. This paper presents an overview of organisational CE barriers verified in the agricultural context, the common errors in CM, and the correlation between these findings. The two areas were then combined in a matrix that shows the connection between common errors in CM errors and CE barriers. Based on this result, a solution framework called 3CE2CE was developed that provides a step-by-step guide on how organisations can successfully undergo transformation processes towards a CE with the principles of CM.

The Interplay Between Mathematical and Computational Thinking in Primary School Students’ Mathematical Problem-Solving Within a Programming Environment

2021 ◽  
pp. 073563312097993
Author(s):  
Zhihao Cui ◽  
Oi-Lam Ng
Keyword(s):  
Problem Solving ◽  
Mathematical Thinking ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Computational Thinking ◽  
Programming Environment ◽  
Primary School Students ◽  
School Students ◽  
Mathematical Concepts ◽  
Block Based

In this paper, we explore the challenges experienced by a group of Primary 5 to 6 (age 12–14) students as they engaged in a series of problem-solving tasks through block-based programming. The challenges were analysed according to a taxonomy focusing on the presence of computational thinking (CT) elements in mathematics contexts: preparing problems, programming, create computational abstractions, as well as troubleshooting and debugging. Our results suggested that the challenges experienced by students were compounded by both having to learn the CT-based environment as well as to apply mathematical concepts and problem solving in that environment. Possible explanations for the observed challenges stemming from differences between CT and mathematical thinking are discussed in detail, along with suggestions towards improving the effectiveness of integrating CT into mathematics learning. This study provides evidence-based directions towards enriching mathematics education with computation.

On the use of leading safety indicators in maritime and their feasibility for Maritime Autonomous Surface Ships

2021 ◽  
pp. 1748006X2110276
Author(s):  
Krzysztof Wróbel ◽  
Mateusz Gil ◽  
Przemysław Krata ◽  
Karol Olszewski ◽  
Jakub Montewka
Keyword(s):  
Literature Review ◽  
Current Practice ◽  
Scientific Literature ◽  
Research Effort ◽  
Holistic Approach ◽  
Research Directions ◽  
Safety Critical ◽  
Intact Stability ◽  
Conference Papers ◽  
Operational Aspects

Although the safety of prospective Maritime Autonomous Surface Ships will largely depend on their ability to detect potential hazards and react to them, the contemporary scientific literature lacks the analysis of how to achieve this. This could be achieved through an application of leading safety indicators. The aim of the performed study was to identify the research directions of leading safety indicators in three safety-critical operational aspects of Maritime Autonomous Surface Ships: collision avoidance, intact stability, and communication. To achieve this, literature review is performed, taking into account scientific documents including journal and conference papers. The results indicate that the need for establishing operational leading safety indicators is recognized by numerous scholars, who sometimes make suggestions of what the set of indicators shall consist of. Some leading safety indicators for autonomous vessels are readily identifiable in the scientific literature and used in current practice. However, the research effort is lacking a holistic approach to the issue.

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