scholarly journals Investigating the Computational Thinking Ability of Young School Students Across Grade Levels in Two Different Types of Romanian Educational Institutions

2021 ◽  
Vol 10 (2) ◽  
pp. 214
Author(s):  
Zoltan Katai ◽  
Erika Osztian ◽  
Beata Lorincz
Keyword(s):  
Search Algorithm ◽  
Computational Thinking ◽  
Educational Institutions ◽  
Education Students ◽  
School Students ◽  
9Th Grade ◽  
Grade Levels ◽  
Learning Tasks ◽  
Thinking Ability ◽  
K 12

Over the last decade, continuous efforts have been made to bring computational thinking (CT) closer to K-12 education. These focused endeavors implicitly suggest that the current curricula do not sufficiently contribute to the development of learners’ CT. On the other hand, since CT is a combined skill with cross-disciplinary implications, one might conclude that even without an explicit focus on CS education, students’ CT might develop latently as they advance with the current curriculum. We have proposed to test whether differences exist in how 3rd-, 5th-, 7th- and 9th-grade learners from two Romanian educational institutions (girls vs. boys from Art vs. Theoretical school; 214 subjects with no prior experience in CT) relate to learning tasks that require a certain level of CT. The testing tool was inspired by the AlgoRythmics dance choreography illustration of the linear search algorithm and has the potential to reveal different levels of abstracting. Findings emphasize the need for a purposeful and coordinated CS infusion into K-9 education in order to accelerate students’ CT development.

scholarly journals Empirical Research on the Cultivation of Primary School Students' Computational Thinking Based on Visual Programming——Take "Codemao" Platform Teaching as an Example

2021 ◽  
Vol 3 (3) ◽  
pp. 35
Author(s):  
Hongmei Wang
Keyword(s):  
Primary School ◽  
Teaching Practice ◽  
Rapid Development ◽  
Computational Thinking ◽  
Visual Programming ◽  
Practice Research ◽  
Primary School Students ◽  
School Students ◽  
Thinking Ability ◽  
Contemporary Education

With the rapid development of science and technology, cultivating primary school students' computational thinking ability is one of the most important tasks in contemporary education. Visual programming is closely related to computational thinking. Based on expounding their connotations and characteristics, this paper first analyzes the problems existing in the training of primary school students' computational thinking, then further constructs the training mode of primary school students' computational thinking based on visual programming and conducts classroom teaching practice research, finally puts forward suggestions on the training of primary school students' computational thinking based on visual programming, and provides effective practical guidance for training primary school students' computational thinking ability, innovation and problem-solving ability.

scholarly journals Efektifitas Efektifitas Pendidikan Karakter melalui Metode Storytelling bagi Siswa Tingkat Menengah Atas

2020 ◽  
Vol 6 (2) ◽  
pp. 38-54
Author(s):  
Nurul Istiani ◽  
Athoillah Islamy
Keyword(s):  
Character Education ◽  
Life Story ◽  
Education Level ◽  
Educational Institutions ◽  
Ethical Values ◽  
Education Students ◽  
School Students ◽  
Lower Education ◽  
Vocational High Schools ◽  
Senior Secondary

The large number of delinquency phenomena of school students is one of the crucial problems that are the big responsibility of educational institutions. In this context, the embodiment of character values ​​in all forms of the learning process in schools is a necessary and important thing to always be emphasized. This study aims to see the effectiveness of the implementation of character education through the storytelling method for students at the senior secondary education level, such as vocational high schools (SMK). Given that so far the storytelling method is more dominant in middle and lower education students. This research is a qualitative research in the form of observation and interviews. The subjects in this study were students of SMK Negeri 3 Pekalongan. Meanwhile, the theory used as an analysis knife is the theory of Thomas Lickona and Tony R. Sanchez. This study concludes that character education through the storytelling method can attract students' attention and imagination in listening to and living the moral messages about ethical values ​​contained in storrytelling, especially if the story material is a factual story that comes from religious teachings or the life story of a scientist in field of student vocational concentration taken at the SMK. Banyaknya fenomena kenakalan siswa sekolah merupakan salah satu masalah krusial yang menjadi tanggung jawab besar lembaga pendidikan. Dalam konteks ini, perwujudan nilai karakter dalam segala bentuk proses pembelajaran di sekolah menjadi hal yang perlu dan penting untuk selalu ditekankan. Penelitian ini bertujuan untuk melihat keefektifan implementasi pendidikan karakter melalui metode bercerita pada siswa jenjang pendidikan menengah atas seperti Sekolah Menengah Kejuruan (SMK). Mengingat selama ini metode bercerita lebih dominan pada siswa pendidikan menengah ke bawah. Penelitian ini merupakan penelitian kualitatif berupa observasi dan wawancara. Subjek dalam penelitian ini adalah siswa SMK Negeri 3 Pekalongan. Sedangkan teori yang digunakan sebagai pisau analisis adalah teori Thomas Lickona dan Tony R. Sanchez. Penelitian ini menyimpulkan bahwa pendidikan karakter melalui metode mendongeng dapat menarik perhatian dan imajinasi siswa dalam menyimak dan menghayati pesan moral tentang nilai-nilai etika yang terkandung dalam penceritaan, terutama jika materi cerita merupakan cerita faktual yang bersumber dari ajaran agama atau kisah hidup  seorang ilmuwan di bidang konsentrasi siswa SMK yang diambil di SMK.

scholarly journals Developing and Assessing Computational Thinking in Secondary Education using a TPACK Guided Scratch Visual Execution Environment

2021 ◽  
Vol 4 (4) ◽  
pp. 3-23
Author(s):  
Cornelia Connolly ◽  
Raquel Hijón Neira ◽  
Miguel Garcia-Iruela
Keyword(s):  
Secondary Education ◽  
School Environment ◽  
School Setting ◽  
Computational Thinking ◽  
Thinking Skills ◽  
After School ◽  
Knowledge Gain ◽  
School Students ◽  
Execution Environment ◽  
K 12

Effective and reliable assessment approaches to computational thinking in secondary education are in demand. This paper uses a guided technological pedagogical content knowledge (TPACK) framework, incorporating a visual execution environment (VEE) and Scratch project for secondary school students as a method to teach and assess computational thinking. The objective is to investigate if computational thinking and programming concepts can be improved upon following this method, and if the K-12 children are able to improve their computational thinking skills. The research study was conducted over 2 years in a school setting using the guided VEE and project developed following the dimensions of Computational Thinking process. The project participants came from two cohorts, an after-school programming camp and an in-school environment. Data was collected over two academic years and a quasi-experimental procedure with pre- and post-test was followed. The results demonstrate knowledge gain on computational and programming concepts and encourages us to convey how students translate (as opposed to transfer) their computational thinking experiences into reality. The results indicate the students achieved significant improvement in their computational thinking development.

scholarly journals Coding Success through Math Intervention in an Elementary School in Rural Amish Country

2019 ◽  
Author(s):  
Megan Brannon ◽  
Elena Novak
Keyword(s):  
Elementary School ◽  
Computer Science ◽  
Programming Languages ◽  
Computational Thinking ◽  
School Level ◽  
Knowledge Use ◽  
School Students ◽  
Use Of Technology ◽  
Mathematics Knowledge ◽  
K 12

Coding in the elementary classroom is a relatively new movement in K-12 education that intends to engage young people in computer science and technology-related study. Coding initiatives focus on introducing young learners to coding and developing their computational thinking abilities. Coding helps enhance problem solving, mathematics skills, and higher-order thinking. Nevertheless, educators face many challenges with teaching coding at the elementary school level, because of the newness of computer science concepts and programming languages, gaps in student mathematics knowledge, use of technology, a relatively short attention span of young students and not fully developed reasoning, logic, and inferential skills among many others. This report describes how math interventions helped elementary school students in rural Amish Country become more successful with their coding activities.

scholarly journals Effects of Robotics Instructional Methods on Computational Thinking Skills of Middle School Students

2021 ◽  
Author(s):  
Andrew Patrick Cook
Keyword(s):  
Middle School ◽  
Problem Solving ◽  
Middle School Students ◽  
Instructional Methods ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Peer Collaboration ◽  
School Students ◽  
Problem Solving Strategies ◽  
K 12

As a tangible and motivating medium for students to engage in computational thinking, robotics has drawn interest from educators and researchers as K-12 schools continue to integrate STEM into curriculum. Through this mixed methods study, the researcher sought to explore the effects of robotics instructional methods (task-based and project-based) on the computational thinking skills of middle school students, including the problem-solving strategies used and the role of peer collaboration. The quantitative results of this study indicated no significant difference in the computational thinking skills of students participating in task-based or project-based robotics instruction. Interviews consisted of open-ended questions in which problem-solving and collaboration in robotics were explored from the perspectives of the participants. In both groups, problem-solving strategies encompassed all aspects of computational thinking as students took an iterative approach to problem-solving in both tasks and projects. Peer collaboration was naturally occurring and frequent among both groups. In task-based robotics instruction, peer collaboration and problem-solving strategies were primarily focused on the programming of the robot. In project-based robotics, peer collaboration and problem-solving strategies were applied throughout the entire design process, including the building and the programming of the robot. Through this study, the researcher hoped to provide a roadmap for the implementation of robotics in schools for K-8 students. As schools are increasingly seeking ways to integrate robotics into school curriculum, further research in this area on a larger scale is recommended.

Visual Programming Environments and Computational Thinking Performance of Fifth- and Sixth-Grade Students

2021 ◽  
pp. 073563312098880
Author(s):  
Sheng-Yi Wu ◽  
Yu-Sheng Su
Keyword(s):  
Elementary Education ◽  
Algorithm Design ◽  
Computational Thinking ◽  
Sixth Grade ◽  
Visual Programming ◽  
Male Students ◽  
School Students ◽  
Programming Environments ◽  
Four Dimensions ◽  
Thinking Ability

Currently, many countries actively cultivate students to develop computational thinking ability. Many visual programming environments (VPEs) and physical robot courses have been integrated into computational thinking learning in the elementary education stage. This study explores the relationship between the programming learning environment (including VPE, physical robots, and no experience) and the computational thinking ability of higher-grade elementary school students of different genders. The results show that learning through VPE or physical robots can help students improve their computational thinking ability and that students learn better via physical robots. In addition, among the four dimensions of computational thinking ability, most students are weak in algorithm design. In terms of gender, no differences exist in computational thinking ability. Further analysis reveals that female students have better decomposition performance in VPE learning, while male students have better algorithm design performance.

scholarly journals Live Instruction Predicts Engagement in K–12 Remote Learning

2021 ◽  
pp. 0013189X2110568
Author(s):  
Stephen J. Aguilar ◽  
Hernan Galperin ◽  
Clare Baek ◽  
Eduardo Gonzalez
Keyword(s):  
High School ◽  
High School Students ◽  
Student Engagement ◽  
Elementary School Students ◽  
Urban School District ◽  
School Students ◽  
Grade Levels ◽  
Live Instruction ◽  
K 12 ◽  
The Relationship

How does live instruction relate to student engagement in distance learning? Does the relationship differ across grade levels? This study addresses these questions by examining data from a random sample of families from a large urban school district in southern California. We find a strong correlation between live instruction and student engagement in online learning among elementary school students, with every additional hour of live instruction per week increasing the probability of reporting that students have completed all their schoolwork by 26%. The correlation is also significant though smaller in magnitude for middle and high school students.

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