Scaffolded programming projects to promote computational thinking

In Uruguay, Plan Ceibal drives the complex task to impulse computational thinking in public schools. The CT framework used by the organization is to introduce computer science from primary and secondary education, with an approach focused on solving problems and coding as a language, and with the intention of taking advantage of the potential of computational thinking. In order to educate users and creators of technology. In 2021 the Computational Thinking program of Plan Ceibal impacted nearly 40 thousand students and teachers, this represents about 30% of the enrollment for K 4 to 6 courses (9 to 11 years old) of the public elementary school. This study explored the impact of the implementation of scaffolded programming projects and final evaluation, in a subset of elementary schools groups. Preliminary results suggest a good adoption of the program and high participation of students and teachers registered through the learning management system (LMS) platform. In addition, the students who had more active participation in the classes had significantly higher performances in the programming tests. Some differences were observed in favor of girls. Results are discussed in relation to the pedagogical characteristics of the program

Investigación acerca de las capacidades de pensamiento computacional de los escolares jóvenes de varios niveles educativos en dos tipos diferentes de instituciones educativas rumanas

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.Durante la última década se han hecho esfuerzos continuos para acercar el pensamiento computacional (PC) a la educación K-12. Estos esfuerzos focalizados dan a entender implícitamente que los currículos actuales no contribuyen suficientemente al desarrollo del PC de los estudiantes. Por otro lado, puesto que el PC es una destreza combinada con implicaciones multidisciplinares, se podría concluir que incluso sin centrarse de manera explícita en la formación en ciencias de la computación, el PC de los estudiantes podría desarrollarse de forma latente a medida que avanzan con el currículo actual. Hemos propuesto comprobar si existen diferencias entre los estudiantes de tercero, quinto, séptimo y noveno año de dos centros educativos rumanos (chicos frente a chicas de escuela de arte frente a escuela teórica; 214 sujetos sin experiencia previa en PC) en cuanto a su forma de afrontar las tareas de aprendizaje que requieren un cierto nivel de PC. La herramienta de prueba se inspiró en la ilustración de la coreografía de baile de AlgoRythmics del algoritmo de búsqueda lineal y tiene el potencial de revelar diferentes niveles de abstracción. Los hallazgos enfatizan la necesidad de una infusión de las Ciencias de la Computación con sentido y coordinada en la educación K-9 para acelerar el desarrollo del PC de los estudiantes

Hiding in Plain Sight: Identifying Computational Thinking in the Ontario Elementary School Curriculum

Given a growing digital economy with complex problems, demands are being made for education to address computational thinking (CT) – an approach to problem solving that draws on the tenets of computer science. We conducted a comprehensive content analysis of the Ontario elementary school curriculum documents for 44 CT-related terms to examine the extent to which CT may already be considered within the curriculum. The quantitative analysis strategy provided frequencies of terms, and a qualitative analysis provided information about how and where terms were being used. As predicted, results showed that while CT terms appeared mostly in Mathematics, and concepts and perspectives were more frequently cited than practices, related terms appeared across almost all disciplines and grades. Findings suggest that CT is already a relevant consideration for educators in terms of concepts and perspectives; however, CT practices should be more widely incorporated to promote 21st century skills across disciplines. Future research would benefit from continued examination of the implementation and assessment of CT and its related concepts, practices, and perspectives

Computer Programming Effects in Elementary: Perceptions and Career Aspirations in STEM

The development of elementary-aged students’ STEM and computer science (CS) literacy is critical in this evolving technological landscape, thus, promoting success for college, career, and STEM/CS professional paths. Research has suggested that elementary- aged students need developmentally appropriate STEM integrated opportunities in the classroom; however, little is known about the potential impact of CS programming and how these opportunities engender positive perceptions, foster confidence, and promote perseverance to nurture students’ early career aspirations related to STEM/CS. The main purpose of this mixed-method study was to examine elementary-aged students’ (N = 132) perceptions of STEM, career choices, and effects from pre- to post-test intervention of CS lessons (N = 183) over a three-month period. Findings included positive and significant changes from students’ pre- to post-tests as well as augmented themes from 52 student interviews to represent increased enjoyment of CS lessons, early exposure, and its benefits for learning to future careers