Unplugged Coding Activities for Early Childhood Problem-Solving Skills

Problem solving skills are very important in supporting social development. Children with problem solving skills can build healthy relationships with their friends, understand the emotions of those around them, and see events with other people's perspectives. The purpose of this study was to determine the implementation of playing unplugged coding programs in improving early childhood problem solving skills. This study used a classroom action research design, using the Kemmis and Taggart cycle models. The subjects of this study were children aged 5-6 years in Shafa Marwah Kindergarten. Research can achieve the target results of increasing children's problem-solving abilities after going through two cycles. In the first cycle, the child's initial problem-solving skills was 67.5% and in the second cycle it increased to 80.5%. The initial skills of children's problem-solving increases because children tend to be enthusiastic and excited about the various play activities prepared by the teacher. The stimulation and motivation of the teacher enables children to find solutions to problems faced when carrying out play activities. So, it can be concluded that learning unplugged coding is an activity that can attract children's interest and become a solution to bring up children's initial problem-solving abilities. Keywords: Early Childhood, Unplugged Coding, Problem solving skills References: Akyol-Altun, C. (2018). Algorithm and coding education in pre-school teaching program integration the efectiveness of problem-solving skills in students. Angeli, C., Smith, J., Zagami, J., Cox, M., Webb, M., Fluck, A., & Voogt, J. (2016). A K-6 Computational Thinking Curriculum Framework: Implications for Teacher Knowledge. Educational Technology & Society, 12. Anlıak, Ş., & Dinçer, Ç. (2005). 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การพัฒนาการคิดเชิงคำนวณของผู้เรียนชั้นมัธยมศึกษาปีที่ 4 ด้วยการปฏิบัติทางชีวสารสนเทศขั้นพื้นฐาน

Development of Computational Thinking of Tenth–Grade Students Using Basic Bioinformatics Practices   Natthasit Norasit, Pongprapan Pongsophon, Wanwipa Vongsangnak and Santichai Anuworrachai   รับบทความ: 12 มีนาคม 2566; แก้ไขบทความ: 13 ตุลาคม 2566; ยอมรับตีพิมพ์: 5 ธันวาคม 2566; ตีพิมพ์ออนไลน์: 21 ธันวาคม 2566    บทคัดย่อ วิทยาการคำนวณได้เข้ามามีบทบาทในวงการวิทยาศาสตร์อย่างมาก โดยเฉพาะอย่างยิ่งในการจัดการข้อมูลทางวิทยาศาสตร์ขนาดใหญ่ มีความซับซ้อนสูง ผู้เรียนต้องเตรียมความพร้อมในการเป็นนักวิทยาศาสตร์ในยุคแห่งข้อมูลและเทคโนโลยีโดยการมีการคิดเชิงคำนวณ ทว่ายังไม่มีแนวทางปฏิบัติที่ชัดเจนในการจัดการเรียนรู้ที่ส่งเสริมการคิดเชิงคำนวณในชั้นเรียนวิทยาศาสตร์ ดังนั้น งานวิจัยมีเป้าหมายเพื่อ 1) วัดการคิดเชิงคำนวณของผู้เรียนก่อนและหลังเรียนด้วยการปฏิบัติทางชีวสารสนเทศขั้นพื้นฐาน และ 2) ศึกษาแนวปฏิบัติที่ดีในการใช้การปฏิบัติทางชีวสารสนเทศขั้นพื้นฐานเพื่อพัฒนาการคิดเชิงคำนวณ กลุ่มตัวอย่างคือนักเรียนชั้นมัธยมศึกษาปีที่ 4 โรงเรียนสาธิตแห่งหนึ่งในกรุงเทพฯ จำนวน 32 คน ผู้วิจัยออกแบบการจัดการเรียนรู้ แบ่งเป็น 2 ช่วง ได้แก่ การจัดการเรียนรู้โดยไม่ใช้คอมพิวเตอร์และใช้คอมพิวเตอร์ เก็บข้อมูลด้วยแบบวัดการคิดเชิงคำนวณ วิเคราะห์ข้อมูลด้วยสถิติเชิงพรรณนาและทดสอบความแตกต่างระหว่างค่าเฉลี่ยสองค่าที่ได้จากกลุ่มตัวอย่างสองกลุ่มที่ไม่เป็นอิสระต่อกัน (paired t–test) พบว่า ค่าเฉลี่ยคะแนนการคิดเชิงคำนวณก่อนและหลังเรียน เท่ากับ 17.78 (SD = 4.11) และ 21.65 (SD = 2.18) แตกต่างกัน (t31, .05 = 7.08, p < .05) รวมถึงค่าเฉลี่ยคะแนนทั้ง 4 องค์ประกอบเพิ่มขึ้นอย่างมีนัยสำคัญเช่นกัน และครูผู้สอนควรจัดการเรียนรู้โดยใช้การปฏิบัติทางชีวสารสนเทศที่ท้าทายและเชื่อมโยงกับชีวิตประจำวันต่อผู้เรียนอย่างชัดแจ้งและเนื้อหาสอดคล้องกับหลักสูตรวิทยาศาสตร์ของประเทศ เพื่อการใช้และพัฒนาการคิดเชิงคำนวณอย่างต่อเนื่อง คำสำคัญ:  ชีวสารสนเทศ  การคิดเชิงคำนวณ  วิทยาการคำนวณ   Abstract One impact of computing in scientific fields and thinking processes lies in the processing of voluminous scientific data. Students therefore need to prepare themselves to confront the upcoming digital era and handle cutting–edge technology using computational thinking (CT); however, this is still absent from typical science classrooms. Hence, the purposes of this study were to 1) assess students’ CT before and after learning basic bioinformatics practices and 2) study what are good practices to incorporate bioinformatics practices to enhance students’ CT. Researchers designed four learning plans using inquiry–based learning and basic bioinformatics practices, having two parts: unplugged and plugged–in sessions. Data were collected using CT tests and analyzed using descriptive statistics and a paired t–test. The participants comprised 32 tenth–grade students in a science–technology emphasis program at a demon-stration school in Bangkok, Thailand. The results showed CT pretest and posttest mean were significantly different by 17.78 (SD = 4.11) and 21.65 (SD = 2.18), respectively (t31, .05 = 7.08, p < .05). Additionally, the development of CT was evident in the improvement of all four CT components as well, and good practices to incorporate bioinformatics practices is to use real–life bioinformatics challenges explicitly and related to the standard science curriculum to maintain engagement in and persistence of CT usage. Keywords: Bioinformatics, Computational thinking, Computing scienc

Student activities in solving mathematics problems with a computational thinking using Scratch

The progress of the times requires students to be able to think quickly. Student activities in learning are always associated with technology and students’ thinking activities and are expected to think computationally. Therefore, this study aimed to determine how learning with the concept of computational thinking (CT) using the Scratch program can improve students’ mathematical problem-solving abilities. An exploratory research design was conducted by involving 132 grade VIII students in Kuningan, Indonesia. Data analysis began with organization, data description, and statistical testing. The results showed that students performed the concepts of abstraction thinking, algorithmic thinking, decomposition, and evaluation in solving mathematical problems. There were differences in students’ problem-solving abilities before and after the intervention. Students’ activeness in solving problems using the CT concept through a calculator significantly affected 52.3% of the ability to solve mathematical problems

Preschoolers Learning by Playing with Technology

In an evolving world, where both adults and children continuously have to adapt to different and unexpected situations, the need to develop strong problem-solving skills from early years is evident. In addition, recent events such as COVID-19 that have led schools to close have highlighted the parent’s role in supporting learning. Technology should be considered a useful tool for communication and learning, both in-home and in preschool. A possible approach to enhance problem-solving skills is to play with technological devices together. This chapter results from a series of considerations on playful programming-based home learning experiences with tactile elements for preschool children. The text presents a qualitative analysis of children’s learning of problem-solving skills enhanced by this activity as well as mathematics and language. The children use the device as part of their free play. In the state of this play, the children in our examples show happiness and a form of flow that can remind of what is found in mindfulness. The findings are discussed in light of related theories on play and problem-solving. Some practical advice for teachers and parents on how to set theory into practice is included

Analyzing students’ experience in programming with computational thinking through competitive, physical, and tactile games: The quadrilateral method approach

The lack of computational thinking (CT) skills can be one of the reasons why students find themselves having difficulties in writing a good program. Therefore, understanding how CT skills can be developed is essential. This research explores how CT skills can be developed for programming through competitive, physical, and tactile games. The CT elements in this research focus on four major programming concepts, which are decomposition, pattern recognition, abstraction, and algorithmic thinking. We have conducted game activities through several algorithms that include sorting, swapping, and graph algorithms and analyzed how the game affects the student experience (SX) in understanding the CT concept in those algorithms. We have applied the quadrilateral method approach to the data collection and analysis. The data was obtained through observation, interview/survey based on six SX criteria (attention, engagement, awareness, satisfaction, confidence, and performance), and performances of the conducted game activities were compared. The results of the quadrilation of the data collected show a positive impact on the SX, highlight the effectiveness of the competitive, physical, and tactile game approach proposed in this research towards programming and CT skills development

Tinkering, Play-Based Learning and Children’s Funds of Knowledge in the Post-Digital : Responding to the Problem of Technology Integration in ECEC

This thesis addresses the well documented and ongoing problem of integrating digital technologies in Early Childhood Education and Care [ECEC] pedagogy, a problem which has been complicated in recent times by young children’s immersion in the digital as mode of social practice, a phenomenon increasingly referred to as the ‘post-digital’. Current understandings of the post-digital are sometimes described as messy, where it is claimed that borders between the digital and non-digital have now become so blurred that it is difficult to distinguish between where children’s digital and non-digital activities begin and end (Apperley et al., 2016; Jandrić et al., 2019; Pettersen, Arnseth, et al., 2022). The aim of this research was to examine the capacity of tinkering with unplugged technologies as a form of play-based learning to support children’s lived experiences in the post-digital in response to the problem of digital technology integration. This aim recognises that play-based learning is a significant pedagogy in ECEC and that tinkering affords opportunities for such play. The term unplugged technologies in this thesis refers to formerly working digital artefacts which no longer function such as decommissioned computer keyboards, computer mice, computer cases, as well as video gaming controllers. Unplugged technologies offer opportunities for children to engage with technologies that educators may view as more appropriate for learning because they can be hands-on rather than relying only on working digital technologies for learning. This thesis employed Actor-Network Theory [ANT] (Latour, 2005) as a model of social constructivism to work within an ontology that considers the material, non-material and humans equal in terms of capacity to exert agency. This theoretical perspective enabled the constitutive actants of the problem of digital integration to be examined through a methodology of participatory co-design where three educators collaborated with myself-as-researcher to design and implement stages of play-based learning in the form of tinkering with unplugged technologies. The findings suggest that educators identified a number of Learning Outcomes as per Australian national and state curricula arising from children’s tinkering with unplugged technologies. Through data analysis informed by ANT (Latour, 2005), children’s Learning Outcomes were traced to a range of actants which jointly co-constituted manifestations of children’s lived experiences in the post-digital. Manifestations were represented by children creating their own versions of technologies in the form of ‘iPad’, ‘computer’ and ‘gamer’. Manifestations of children’s lived experiences in the post-digital were examined in terms of their composite actants to illustrate how a variety of actants operate within a network of activity to shape a response to the problem of integration of digital learning opportunities into ECEC. Two actants were found to be more influential than others in the three manifestations of children’s lived experiences in the post-digital, these being play-based learning and children’s own funds of knowledge. Understanding the various actants in tinkering networks with unplugged technologies can alert educators to entry points for technology integration in ECEC, thereby providing a more helpful and stable starting point for educators than descriptions of children’s post-digital play as entangled and messy

PREPARING TEACHERS IN DEVELOPING COUNTRIES FOR COMPUTATIONAL THINKING TEACHING IN PRIMARY EDUCATION : A NAMIBIAN CASE STUDY

Thesis (PhD (Information Technology))--University of Pretoria, 2022.In recent years, many countries in the developed world, have introduced computational thinking (CT) teaching in compulsory education, with few developing nations following. The introduction to teaching CT brought many challenges for teachers because these computing skills were not part of their initial teacher training and were less understood. Several professional development programmes have been developed to train teachers on the new CT content, but few studies have investigated the preparation of primary school teachers to teach CT and the impact of this training on the teachers’ understanding of CT concepts and self-efficacy in a developing country context. The main objective of this study was to develop a Professional Development for Primary School Teachers for the CT (PD4PCT) framework that can be used by training providers and researchers to integrate CT into teachers’ professional development programmes. Constructionism was a pedagogical framework for this interpretive study and the conceptual frameworks of Desimone and three existing professional development CT frameworks (3C, CTTD and ADAPPTER). Different data collection methods were used for a single interpretive case study to investigate the impact of a professional development programme on primary school teachers (n = 14), their CT knowledge, beliefs and attitudes and self-efficacy of CT using a participatory design approach. Data was collected through a literature review, pre- and postquestionnaires, semi-structured interviews, and self-reporting journals. Expert reviewers validated the framework through an online questionnaire. The study’s findings indicated that teachers who participated in the professional development programme have considerably increased their CT knowledge, their beliefs and attitudes towards CT altered for the better, and they had a substantial rise in confidence to teach CT. Overall, the results indicate that most teachers can design lesson plans and activities incorporating algorithms, decomposition, and pattern recognition concepts but abstraction and debugging to a lesser extent. Subject matter knowledge of teachers influences the integration plans for certain CT topics. To address the challenges teachers face in integrating CT into classrooms, the framework assists in identifying the components that must be considered to develop iii an effective professional development programme for teachers. The context of the school plays a vital role and should be considered as a first step in designing a teacher's professional development intervention. School leadership should support teachers with a collaborative environment where teachers can share CT knowledge and teaching strategies with others.InformaticsPhD (Information Technology)Unrestricte