The Use of 3D Technologies to Support Computational Thinking in STEM Education

Computational thinking (CT) is increasingly emerging as a thinking skill to support the development of 21st century skills such as critical thinking, creativity, collaboration, or technology literacy, essential for students to become successful in an increasingly complex society. Educators are always looking for new strategies for developing these skills in students. Three-dimensional (3D) printing and scanning technologies are sufficiently mature and economically accessible to be used at the school level. By using 3D technologies, students explore, invent, discover, and engage in real problems and situations. This study explores the use of 3D printing technologies in a secondary school in Athens over the course of two school years. The study investigates if 3D technologies can support the development of CT skills in students.

The Role of Digital Fabrication in Today's Society

Digital fabrication and the “maker movement” can play a major role in bringing computational technology into the 21st century classroom. Digital fabrication is defined as the process of translating a digital design developed on a computer into a physical object or any process for producing/printing a three-dimensional (3D) object. The maker movement is a platform for today's futuristic artisans, craftsmen, designers and developers to create, craft, and develop leading ideas and products. Digital fabrication and “making” could provide a new platform for bringing powerful ideas and meaningful tools to students. Digital fabrication has the potential to be “the ultimate construction kit.” Digital fabrication has strong ties to the maker movement. Maker spaces provide students with safe areas that allow students to safely use digital fabrication to make, build, and share their creations. This chapter will look at the role that digital fabrication can play in incorporating computational technology into the K-12 classroom.

The Role of Unplugged Coding Activity in Developing Computational Thinking in Ages 6-11

Coding is a spreading teaching methodology that is involving more students and teachers all over the world. But how can the practice of coding affect the development of computational thinking strategies in early years? The author, a primary school teacher, will investigate the Italian experience, believing that it may constitute an excellent field of study on the matter thanks to the enormous enthusiasm with which coding was received by the teachers, capable of renewing their teaching practices, particularly in primary school. This is a movement born from below, from the spontaneous participation of teachers, and which, in many cases, has been substantiated in what can be defined as unplugged activities, without the use of electronic technological tools.

Assessing Algorithmic Thinking Skills in Early Childhood Education

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.

Investigation of Variables Related to Computational Thinking Self-Efficacy Level in Middle School Students

This study examined the predictiveness of demographic and academic variables and the variables which are in relation with programming on computational thinking (CT) self-efficacy of middle school students who received and who did not receive programming education. Relational screening model was utilized in this study. One-hundred ninety-nine middle school students from 5th and 6th grades in Turkey composed the participants of the research. As the result of the research, it was found that CT self-efficacy level is low. Furthermore, programming experiences of the students are approximately two years. The most important predictor of CT self-efficacy of the students who received programming education is demographic variables. Predictive variables' relative order of importance on CT self-efficacy of the students who received programming education are gender, utilized programming tool, math class grade point average, and attitude towards programming.

The CCAP Project

The “CCAP” project is an effort to teach in an interdisciplinary way both the teaching subjects of History (the trip of Columbus to discover America) and Informatics (3D modelling and printing). Students of B grade from the Junior High School of Vrilissia (age 13), on a voluntarily basis, separated into groups of 4-6, have created in a 3D design environment instruments used by Columbus during its trip to America, astrolabes, compasses, caravels, etc., as were taught during the subject of History and according to the description of the instruments given by the school book and other resources. The instruments were eventually printed out using the 3D printer in the computer lab. Part of the program was supported through the school's curriculum hours, and part of the program had to be implemented out of school hours. After the completion of the project, students responded to a questionnaire prepared by the teachers in a Google form format. The most important results of this questionnaire are discussed in this work.

Exploring Preservice Teachers' Attitudes About the Usage of Educational Robotics in Preschool Education

Educational robotics have become popular worldwide with a broad range of students, including preschoolers. Although the impact of robotics technology in classrooms has been extensively studied, less is known about preschool teachers' perceptions of how robotics technology impacts learning and its relation to use in the classroom. This is problematic since we know that teachers' perceptions have a great influence on their teaching practices. This study used survey data gathered from 102 students of the Department of Preschool Education in a University in Greece. A questionnaire developed by the researchers were used as data collection tool. At the end of the study, it was determined that preservice preschool teachers' attitudes about educational robotics usage in preschool classrooms were positive although they lack in relevant knowledge. These findings are discussed with respect to their educational implications.

Evaluating a Teaching Intervention for Teaching STEM and Programming Concepts Through the Creation of a Weather-Forecast App for Smart Mobile Devices

The last two decades have necessitated the need for an interdisciplinary approach to mathematics, science, and technology (STEM) as contemporary problems are too multidimensional to be tackled by a single scientific discipline as was the case with classical school curricula. Teaching programming has the potential to contribute to this vision as it is effective in helping students develop critical thinking skills. This work presents an educational approach that combines STEM learning with the basic concepts of programming through the creation of a weather-forecast app for smart mobile devices with the programming environment MIT App Inventor. This approach was implemented with second grade high school students as a school project. The evaluation results are considered encouraging as the students engaged in authentic learning activities and research related to the STEM field while, at the same time, enhanced their interest and knowledge in pursuing careers involving programming, science, technology, engineering, and mathematics.

Educational Robotics and Computational Thinking Development

Computational thinking (CT) is a problem-solving process that refers to characteristics such as de-composition, abstraction, pattern recognition, and algorithms. This chapter focuses on educational robotics and their use in developing CT. Firstly, the importance of CT is analyzed along with the way it is applied in the classroom. It goes on discussing the way the introduction of educational robotic systems in education affect CT and the importance of the do-it-yourself philosophy. It presents two widely used educational robotic systems follows, Arduino and Lego EV3, along with examples of their relationship with CT development. The chapter finishes with a comparison of the two systems regarding the easiness and difficulties of using them.

Folk Culture and Enriched Digital Teaching

The ongoing developments in the field of information technology and, in particular, information and communication technologies (ICT) combined with the new digital culture that is rapidly emerging on the internet create a new perspective in the teaching of popular culture in primary education. More specifically, the teaching of popular culture can be greatly enhanced by learning experiences based on digital learning objects. Moreover, with the use of IT tools and enriched teaching can enhance the relationship between local folklore research and research work in primary education in the context of flexible zone or cultural programs (school activities). The internet at large and online technologies, Web 2.0, can transfuse special dynamic entities to popular culture evidence.