A Brief Discussion on Incentives and Barriers to Computational Thinking Education

The idea that computational thinking or algorithmic thinking should be taught to everyone dates back to the 1960s. First in 1960s, Alan Perlis argued that computer programming should be taught to everyone because it can be used as a mental tool for understanding and solving every kind of problem. In 1980s, under the leadership of Seymour Papert, students at the level of primary education were attempted to be taught LOGO programming language with the aim of gaining procedural thinking skill. After the publication of Jeannette Wing's “computational thinking” in Communications of the ACM in 2006, the idea that the basic concepts of computer science should be learned by all was started to be debated widely again. In the present paper, the justifications for teaching computational thinking and applicability of teaching computational thinking within the context of existing conditions will be discussed.

Investigation conditions for inclusion of gamification elements in study of the basics of algorithmization and programming to improve the quality of educational results of pupils

The problem and the aim of the study. Formation of programming skills, communication with artificial intelligence and other people, the level of thinking development are the basic indicators that determine effectiveness of the didactic system. Within the framework of e-learning, digital technologies, gamification elements, cyber-physical devices, etc. are actively used to support the quality of learning. The authors investigate conditions for effective inclusion of gamification elements in algorithmization and programming activities to increase the level of educational achievements of pupils. Research methods. The analysis and generalization of scientific literature on the problems of gamification of learning and cognition processes, the study of the basics of algorithmization are used. For development of game projects, debugging and testing applications, the ideas of structural programming, the method of step-by-step detailing are used. The programming technology is supported by the principles and techniques of gamification. Empirical methods that were used are observation, analysis of the results of work in the Logo program (user interface, game design, choice of algorithmic constructions, etc.). The study involved 48 pupils who study in grades 5-6 in Kirov school №11. The Pearson’s χ2 (chi-square) criterion was used as a method for statistical processing of the experimental data. Results. The pupils of the experimental group were involved in the purposeful cognitive activity on development of game projects using the Logo programming language (studying fundamental concepts, graphical capabilities, managing a Turtle in the object-oriented environment, research, collaboration, social activity). Statistically significant differences were found between the experimental and control groups in the level of educational achievements χ2emp.2 > χ2crit0.05 (7.885 > 7.815). In conclusion, the conditions under which the gamification of learning the basics of algorithmization and programming is maximally effective for improving the quality of academic achievements of schoolchildren are summarized: correlation of the didactic goal and the result of the game form of work, the choice of the plot for the game project, thinking through the mechanisms of feedback and interactivity, the distribution of roles, etc.

THE IMPACT OF USING LOGO PROGRAMMING LANGUAGE ON THE DEVELOPMENT OF SPATIAL VISUALISATION ABILITY AMONG ELEMENTARY SCHOOL STUDENTS

This study aims to investigate the effect of using LOGO on the improvement of spatial visualisation abilities among fourth-grade elementary students. In order to achieve this objective, the researchers have selected the Arabic version of spatial ability test prepared by Paul Newton and Helen Bristoll, which involves spatial visualisation perception. The researchers have employed the pre and post-test quasi-experimental approach. The research was applied to a sample group composed of 53 students enrolled in the fourth grade of the elementary stage. The sample group was selected from an elementary school-based in the city of Jeddah, Saudi Arabia. Members of the sample group were randomly and simply divided into two groups; specifically the experimental and control groups. The experimental group was taught using LOGO programming language, while the control group was taught using the traditional method. After implementing the research treatment and processing data and information statistically, findings revealed that there are statistical differences between the two groups; namely, the experimental and control groups – in terms of the development of spatial visualisation perception in favour of the experimental group.

LOGO ELEMENTS IN GEOGEBRA

The presented topic deserves attention because of its extreme usefulness, simplicity of its impact on the initial training in programming. This article discusses the basics of programming and features of work in the Logo environment, focused on the education and use of information technology, includes tools that allow you to display images in the style of commands of the Logo programming language. The inclusion of the elements of the Logo environment and the recursiveness underlying this language into interactive mathematical environments, for example, in GeoGebra, allow learners to create programs for solving a particular class of problems, which allows us to speak about the object approach when studying the content line of the school informatics course “Basics of algorithms and programming”, and the procedural programming approach characteristic of the Logo environment allows the formation of the corresponding features (logical, algorithmic thinking of students). A sufficiently easy to learn programming language in the Logo environment allows students to create programs and demonstrate unlimited possibilities for implementing mnemonics. The examples are series of simple examples of execution of command systems by the virtual executor “turtle” and the results demonstrating the creation of images with the help of a turtle are given.

Exploring Computer Science with MicroworldsEX to Learn Geometry and Logo Programming Code

Future employment of computer-programming jobs will be best for applicants with experience in different languages and coding tools (Bureau of Labor Statistics, 2018). Empirical and meta-analysis research studies support of teaching Logo programming in developing student cognitive problem-solving skills has been documented. Using guided instruction with teacher-mediated scaffolding Exploring Computer Science with MicroworldsEX (Walsh, 2013-2017) has been found as an effective method in preparing students using the Logo code programming language to create geometric graphic, animation, and gaming projects. More research is needed to study teacher scaffolding and mediation skills to support learning Logo coding and transfer to other domains including other programming environments.

A Brief Discussion on Incentives and Barriers to Computational Thinking Education

The idea that computational thinking or algorithmic thinking should be taught to everyone dates back to the 1960s. First in 1960s, Alan Perlis argued that computer programming should be taught to everyone because it can be used as a mental tool for understanding and solving every kind of problem. In 1980s, under the leadership of Seymour Papert, students at the level of primary education were attempted to be taught LOGO programming language with the aim of gaining procedural thinking skill. After the publication of Jeannette Wing's “computational thinking” in Communications of the ACM in 2006, the idea that the basic concepts of computer science should be learned by all was started to be debated widely again. In the present paper, the justifications for teaching computational thinking and applicability of teaching computational thinking within the context of existing conditions will be discussed.