A comparison of preschool and elementary school children learning computer science concepts through a multilanguage robot programming platform

This paper describes a school intervention to teach fundamental Computer Science (CS) concepts to 3-11 year old students with a multilanguage robot programming platform (using drag and drop, Python and C++ languages) in Argentina. We analyze students´ performance and learning process based on multiple choice test and classroom observations. Data show that all students can intuitively learn sequence, conditional, loops and parameters and that girls performed slightly better than boys. Older students can easily combine these concepts to write a program. The multilanguage platform promotes student spontaneous exploration of more sophisticated CS concepts and languages. These findings imply that introducing CS in mandatory schooling from an inquiry based approach is both achievable and beneficial.Fil: Gómez, Marcos J. Universidad Nacional de Córdoba. Facultad de Matemática, Astronomía y Física; Argentina.Fil: Benotti, Luciana. Universidad Nacional de Córdoba. Facultad de Matemática, Astronomía y Física; Argentina.Fil: Benotti, Luciana. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina.Fil: Martínez, Cecilia. Universidad Nacional de Córdoba. Facultad de Filosofía y Humanidades; Argentina.Fil: Martínez, Cecilia. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina.Otras Ciencias de la Computación e Informació

Developing Computational Thinking with Educational Technologies for Young Learners

This article aims to provide an overview of the opportunities for developing computational thinking in young learners. It includes a review of empirical studies on the educational technologies used to develop computational thinking in young learners, and analyses and descriptions of a selection of commercially available technologies for developing computational thinking in young learners. The challenges and implications of using these technologies are also discussed

Making High-Performance Robots Safe and Easy to Use for an Introduction to Computing

Robots are a popular platform for introducing computing and artificial intelligence to novice programmers. However, programming state-of-the-art robots is very challenging, and requires knowledge of concurrency, operation safety, and software engineering skills, which can take years to teach. In this paper, we present an approach to introducing computing that allows students to safely and easily program high-performance robots. We develop a platform for students to program RoboCup Small Size League robots using JavaScript. The platform 1) ensures physical safety at several levels of abstraction, 2) allows students to program robots using the JavaScript in the browser, without the need to install software, and 3) presents a simplified JavaScript semantics that shields students from confusing language features. We discuss our experience running a week-long workshop using this platform, and analyze over 3,000 student-written program revisions to provide empirical evidence that our approach does help students.Comment: 8 pages, 7 figures, 4 table

Learners Acceptance of u-KIT EDU as an Educational Application for Robot Building, Coding, and Controlling

Humans tend to always look for convenience, including choosing applications to learn robot programming. uKIT EDU is an educational application for robot building, coding and controlling. This study aims to analyze new learners' level of acceptance towards it. This research was designed quantitatively by involving 116 respondents. A questionnaire based on the Technology Acceptance Model (TAM) was organized with 4 observed variables, including perceived usefulness, perceived ease of use, attitude and behavioral intention to use. The Mann-Whitney U statistical test was carried out in this study to compare two independent samples, male and female learners. Moreover, the Kruskal-Wallis H statistical test was carried out to compare three or more independent samples based on age generations and occupations. From all the statistical tests conducted, it was found that there was no significant difference in the acceptance of uKIT EDU from each sample based on gender, age generations and occupation. They agreed that the app was useful and easy to be used to learn robotics, coding and controlling. Briefly, this study revealed that uKIT EDU is suitable for new learners and can be used as a reference for any schools, educational institutions, and parents of students interested in starting to learn robotics

Peer tutoring of computer programming increases exploratory behavior in children

There is growing interest in teaching computer science and programming skills in schools. Here we investigated the efficacy of peer tutoring, which is known to be a useful educational resource in other domains but never before has been examined in such a core aspect of applied logical thinking in children. We compared (a) how children (N = 42, age range = 7 years 1 month to 8 years 4 months) learn computer programming from an adult versus learning from a peer and (b) the effect of teaching a peer versus simply revising what has been learned. Our results indicate that children taught by a peer showed comparable overall performance—a combination of accuracy and response times—to their classmates taught by an adult. However, there was a speed–accuracy trade-off, and peer-taught children showed more exploratory behavior, with shorter response times at the expense of lower accuracy. In contrast, no tutor effects (i.e., resulting from teaching a peer) were found. Thus, our results provide empirical evidence in support of peer tutoring as a way to help teach computer programming to children. This could contribute to the promotion of a widespread understanding of how computers operate and how to shape them, which is essential to our values of democracy, plurality, and freedom.Fil: de la Hera, Diego Pablo. Universidad Torcuato Di Tella; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Zanoni Saad, María Belén. Universidad Torcuato Di Tella; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Sigman, Mariano. Universidad Torcuato Di Tella; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Calero, Cecilia Ines. Universidad Torcuato Di Tella; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentin

Aspectos de adquisición de lenguaje en la enseñanza de programación

Tesis (Doctor en Ciencias de la Computación)--Universidad Nacional de Córdoba, Facultad de Matemática, Astronomía, Física y Computación, 2020.La enseñanza de la programación se ha transformado en un tema popular en los últimos años. Sin embargo, la programación es una disciplina tan reciente que poco se sabe de su didáctica. El objetivo general de esta tesis es estudiar cómo diversos factores del área de adquisición de lenguaje influencian la enseñanza de la programación. Primero, estudiamos la enseñanza de programación desde el punto de vista de la expresividad del lenguaje. Segundo, exploramos el impacto de distintos tipos de interactividad formativa automática asociada a distintos tipos de errores que ocurren durante el proceso de enseñanza de un lenguaje de programación. Tercero, propusimos y comparamos diferentes métodos basados en técnicas de procesamiento de lenguaje natural y de aprendizaje automático para evaluar el nivel de fluidez de un estudiante durante el proceso de adquirir un lenguaje de programación.Teaching programming has become popular in recent years. However, programming is a recent discipline and we do not know enough about how to teach it. The general objective of this thesis is to study how different factors in the area of language acquisition influence the teaching of programming. First, we study programming language acquisition from the point of view of the expressiveness of the language. Second, we explore the effect of different types of automatic formative interactivity associated with different types of errors during the process of teaching a programming language. Third, we propose and compare different natural language processing and machine learning techniques to assess a student level of fluency during the process of acquiring a programming language.Fil: Gómez, Marcos Javier. Universidad Nacional de Córdoba. Facultad de Matemática, Astronomía, Física y Computación; Argentina

Diez preguntas frecuentes (y urgentes) sobre pensamiento computacional

In this article we address some frequently asked questions related to Computational Thinking and Computer Science in schools from a perspective that seeks to investigate behind the fashions that prevail regarding the uses of technology in the school environment. In this sense, it becomes necessary to get involved in other related matters, such as school robotics or transversal teaching of the Computer discipline. The word "urgent" in the title accounts for the need of some epistemological clarity necessary to accompany the processes of inclusion of these concepts in argentine schools.En este artículo abordamos algunas preguntas frecuentes relacionadas con el pensamiento computacional y las ciencias de la computación en la escuela desde una perspectiva que busca indagar detrás de las modas que imperan en lo respectivo a los usos de la tecnología en el ámbito escolar. En este sentido, se vuelve necesario involucrarnos en otras discusiones conexas, como la de la robótica escolar o la enseñanza transversal de la disciplina Informática. Se titula "urgente" porque cierta claridad epistemológica es precisa para acompañar los procesos de inserción de estos conceptos en las escuelas argentinas

Catching Up to Move Forward: A Computer Science Education Landscape Report of Hawai‘i Public Schools, 2017–2020

A Computer Science Education Landscape Report of Hawai‘i Public Schools, 2017–2020This report is a computer science education landscape report and presents results of a study conducted by the Curriculum Research & Development Group in the College of Education at the University of Hawai‘i at Mānoa on behalf of the Hawai‘i Department of Education (HIDOE) in 2020. The purpose of the report is to examine the landscape of public school K–12 computer science education in Hawai‘i, particularly after the passing of Act 51 (HRS 302A-323). Results here are based on analysis of data from the Hawai‘i State Department of Education (HIDOE) and national data systems; data from a HIDOE survey of 492 K–12 educators and administrators; and 5 follow-up sets of interviews with educators, administrators, industry partners, and the state computer science education team. Key findings include the following: - a rapid increase of computer science activities between 2017 and 2020; - a total 33 public high schools and 11 combination schools offering computer science courses, which is 100% of high schools; - an increase of 89.6% for AP CS Principles and 28.7% for AP CS A from SY 2017–18 to SY 2018–19 exam takers; - an increase from 6.8% to 22.7% of Title I schools that offered AP CS courses from SY 2017–18 to SY 2019–20; - a need for a process of feedback and support for computer science education activities; - a high percentage of schools using programs like Code.org and Scratch; - minimal to no change in the proportion of participation by girls, Native Hawaiian students, and other underrepresented minorities in formal course enrollment; - an increase in girls’ participation in AP CS exam taking, but not in the overall proportion of CS course enrollment; - an increase in the presence of computer science opportunities in Title I schools; - a tension of time needed to implement computer science education and other initiatives; - a lack of incorporation of elements of the HĀ framework; and - a high number of ESSA highly-qualified teachers, but a low number of teachers licensed in computer science. The intent of the authors is to provide - a comparison of Hawai‘i to national computer science education trends; - a description of the current K–12 computer science opportunities in Hawai‘i public schools; - a broad report of the research results from survey, interview, and document data; and - a set of recommendations for addressing the local issues that this data uncovers. Recommendations include - maintaining continuity and sustainability of CS Initiatives; - creating additional subsidies for AP examinations; - establishing common language around computer science education; - developing pathways toward computer science college majors and careers; - creating effective supports for teachers; - rethinking traditional teaching models; and - committing to equity and access.Developed for the Hawai‘i Department of Education under MOA D20-111 CO-20089. The contents do not necessarily represent the policy of the Hawai‘i Department of Education and should not be viewed as endorsed by the state government

Η καλλιέργεια της Υπολογιστικής Σκέψης σε παιδιά προσχολικής ηλικίας μέσω δραστηριοτήτων Εκπαιδευτικής Ρομποτικής και η διερεύνηση των στάσεων των παιδιών απέναντι στα τεχνολογικά εργαλεία

Η Υπολογιστική Σκέψη (Υ.Σ.) βρίσκεται στο επίκεντρο των επιστημονικών ερευνών τα τελευταία χρόνια και ειδικότερα όσον αφορά στην αναγκαιότητα της ένταξής της στα εκπαιδευτικά προγράμματα. Η συμπερίληψη του όρου και η ευελιξία στους διαφορετικούς τρόπους προσέγγισής του καθιστούν εφικτή την καλλιέργεια των δεξιοτήτων της Υ.Σ. σε εκπαιδευτικές δραστηριότητες, μέσω σύγχρονων μεθόδων μάθησης. Η παρούσα εργασία εστιάζει στην καλλιέργεια συγκεκριμένων δεξιοτήτων της Υ.Σ., μέσω της συμμετοχής σε δραστηριότητες Εκπαιδευτικής Ρομποτικής (Ε.Ρ.) και με τη χρήση διαφορετικών τρόπων προγραμματισμού. Η έρευνα έχει τη μορφή πειράματος, το οποίο πραγματοποιήθηκε σε ένα ιδιωτικό Κέντρο Εκπαιδευτικής Ρομποτικής & STEM και συμμετείχαν παιδιά από τα τμήματα προσχολικής αγωγής του Κέντρου. Τα παιδιά συμμετείχαν σε οργανωμένες δραστηριότητες κατά τη διάρκεια των οποίων προγραμμάτιζαν το ρομπότ δαπέδου BlueBot, με τη χρήση απτικού και οπτικού προγραμματισμού. Σκοπός ήταν να διερευνηθεί η εξέλιξή τους στις δεξιότητες της ακολουθίας, της διατύπωσης υποθέσεων, της αποσφαλμάτωσης και της επίλυσης προβλημάτων. Η αξιολόγηση πραγματοποιήθηκε με την εφαρμογή του επικυρωμένου κουίζ TechCheck-K, ενώ στο τέλος της παρέμβασης διερευνήθηκαν οι στάσεις και τα συναισθήματα των παιδιών ως προς τις δραστηριότητες και το ρομπότ, αλλά και σχετικά με τις ρομποτικές συσκευές, γενικά. Τα αποτελέσματα ήταν θετικά όσον αφορά στην ενίσχυση των δεξιοτήτων της Υ.Σ., ενώ παρατηρήθηκαν διαφοροποιήσεις στην επίδραση των διαφορετικών τρόπων προγραμματισμού στην εμπλοκή των παιδιών στις δραστηριότητες. Τα συναισθήματα των παιδιών για το BlueBot και τις δραστηριότητες ήταν ενθαρρυντικά και, ταυτόχρονα, αναδείχθηκαν σημαντικές πληροφορίες σχετικά με τις προτιμήσεις των παιδιών για τις ρομποτικές συσκευές. Αν και ο μικρός αριθμός του δείγματος δεν καθιστά τα συμπεράσματα γενικεύσιμα, η έρευνα αποτελεί ένα καθοριστικό βήμα στην ερευνητική διαδικασία σχετικά με την ενίσχυση της Υ.Σ. μέσω της Ε.Ρ. και παρέχει πληροφορίες σχετικά με τα εκπαιδευτικά ρομπότ και τον ρόλο τους στη ζωή των παιδιών.Computational Thinking (C.T.) has been at the center of scientific research in recent years, especially regarding the necessity of its inclusion in educational programs. The inclusion of the term and the flexibility in the different ways of approaching it make possible the cultivation of C.T. skills in educational activities, through modern learning methods. This work focuses on cultivating specific C.T. skills through participation in Educational Robotics (E.R.) activities and using different programming methods. The research is in the form of an experimental study based on an educational intervention. The later was carried out with children of the pre-school age, in a private Educational Robotics & STEM tutoring school. The children participated in organized activities during which they programmed the BlueBot floor robot using tactile and visual programming. The aim was to investigate their development in sequencing, hypothesis formulation, debugging and problem-solving skills. The evaluation was carried out by applying the validated TechCheck-K quiz, while at the end of the intervention, the children's attitudes and feelings towards the activities and the robot, but also about robotic devices in general, were investigated. The results were positive in terms of strengthening C.T. skills, while differences were observed in the effect of different programming methods on children's involvement in the activities. The children's feelings about the BlueBot and the activities were encouraging and at the same time important information emerged about children's preferences for robotic devices. Although the small sample size does not make the conclusions generalizable, the research is a crucial step in the research process on enhancing C.T. through E.R. and provides information about educational robots and their role in children's lives

Research on Teaching and Learning In Biology, Chemistry and Physics In ESERA 2013 Conference

This paper provides an overview of the topics in educational research that were published in the ESERA 2013 conference proceedings. The aim of the research was to identify what aspects of the teacher-student-content interaction were investigated frequently and what have been studied rarely. We used the categorization system developed by Kinnunen, Lampiselkä, Malmi and Meisalo (2016) and altogether 184 articles were analyzed. The analysis focused on secondary and tertiary level biology, chemistry, physics, and science education. The results showed that most of the studies focus on either the teacher’s pedagogical actions or on the student - content relationship. All other aspects were studied considerably less. For example, the teachers’ thoughts about the students’ perceptions and attitudes towards the goals and the content, and the teachers’ conceptions of the students’ actions towards achieving the goals were studied only rarely. Discussion about the scope and the coverage of the research in science education in Europe is needed.Peer reviewe