Knowledge Level and Self-Confidence on The Computational Thinking Skills Among Science Teacher Candidates

The trending topic in today's education is computational thinking skills which are used to help to solve complicated problems easier. This study aims to identify the level of knowledge and self-confidence of science teacher candidates (physics and biology) on computational thinking skills. The survey research design was used through a mixed-method approach by combining quantitative and qualitative approaches. The quantitative study involved 1016 randomly selected groups of science teachers while in the qualitative study, eight science teachers were chosen based on the scores obtained from the quantitative study. The questionnaire was used as a quantitative data collecting technique to analyze descriptive statistics. Then, an interview was used as the qualitative data collecting technique and was analyzed through theme creation. The findings show that science teacher candidates have a high level of knowledge and self-confidence. The implication of this study is very important for teacher candidates because computational thinking can help to facilitate problems solving in everyday life. Teacher candidates need to be given knowledge and understanding of computational thinking skills, to have readiness and self-confidence in facing the challenges of the learning in the 21st-centur

The effect of computational thinking skill program design developed according to interest driven creator theory on prospective teachers

It is likely to observe that the increase in data and the interrelated challenges in digital age complicates the problems to be encountered. Therefore, unprecedented problem-solving skills have become inevitable. Though dating back to old times, computational thinking skill is defined as a recent skill area that is required by everybody, that can be used to solve the aforementioned complex problems, and that is included in international standards and training programs. In this study, it was aimed to improve computational thinking skills of prospective teachers. In order to do this, a program design which includes contents that prospective theachers can use in daily life and professional life has been developed. This program, which consists mostly of unplugged activities, also includes computer aided and robotic activities. A total of 11 voluntary prospective teachers (7 women and 4 men), who were in their 3rd year of the 4 year education in the 2017–2018 fall semester and did not attend to any programming or computational thinking education training before, participated in the study. In the first application, a 40-h program was carried out with five prospective teachers, while in the second application, an updated 52-h program was carried out with six prospective teachers. A skill test was developed, and applied to measure prospective teachers’ computational thinking skills before and after the prepared program. Moreover, at the end of the training, they were asked to preapare graduation projects and their perspectives on education were examined. It has been observed that the program applied to prospective primary education teachers, who did not take any lessons like programming etc. before, was effective according to the computational thinking related skill tests and their graduation projects. It has been also observed in prospective primary education teachers that their thinking skills such as problem solving and questioning were improved and they could reflect their acquired knowledge and skills to their daily and professional life. © 2020, Springer Science+Business Media, LLC, part of Springer Nature

The Need for Research-Grade Systems Modeling Technologies for Life Science Education

The coronavirus disease 2019 (COVID-19) pandemic not only challenged deeply-rooted daily patterns but also put a spotlight on the role of computational modeling in science and society. Amid the impromptu upheaval of in-person education across the world, this article aims to articulate the need to train students in computational and systems biology using research-grade technologies. ... Life sciences education needs multiple technical infrastructures explicitly designed to support this field’s vast computational needs. Developing and sustaining effective, scientifically authentic educational technologies is not easy. It requires expertise in software development and the scientific domain as well as in education and education research. Discipline-based education research (DBER) is an emerging field defined as ‘an empirical approach to investigating learning and teaching that is informed by an expert understanding of (STEM) disciplinary knowledge and practice’ [14]. In life sciences education, DBER scientists, in particular, are focused on the integration of systems thinking concepts, computational modeling, and the use of new technologies. DBER scientists are exquisitely positioned to partner with computational systems biologists to increase the ease-of-use of existing, scientifically authentic technologies for postsecondary, secondary, and even primary educational purposes. They are also well-placed to design new research-grade technologies for life sciences education, and thus should be tasked with not only the intersection of deep disciplinary expertise and education but also codeveloping new technologies using the same tools and approaches as scientists to foster authentic competencies

A Mathematical Analysis of Student-Generated Sorting Algorithms

Sorting is a process we encounter very often in everyday life. Additionally it is a fundamental operation in computer science. Having been one of the first intensely studied problems in computer science, many different sorting algorithms have been developed and analyzed. Although algorithms are often taught as part of the computer science curriculum in the context of a programming language, the study of algorithms and algorithmic thinking, including the design, construction and analysis of algorithms, has pedagogical value in mathematics education. This paper will provide an introduction to computational complexity and efficiency, without the use of a programming language. It will also describe how these concepts can be incorporated into the existing high school or undergraduate mathematics curriculum through a mathematical analysis of student-generated sorting algorithms

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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Research questions and approaches for computational thinking curricula design

Teaching computational thinking (CT) is argued to be necessary but also admitted to be a very challenging task. The reasons for this, are: i) no general agreement on what computational thinking is; ii) no clear idea nor evidential support on how to teach CT in an effective way. Hence, there is a need to develop a common approach and a shared understanding of the scope of computational thinking and of effective means of teaching CT. Thus, the consequent ambition is to utilize the preliminary and further research outcomes on CT for the education of the prospective teachers of secondary, further and higher/adult education curricula

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

Pensamento computacional na educação básica : uma proposta de aplicação pedagógica para alunos do quinto ano do ensino fundamental do Distrito Federal

Monografia (graduação)—Universidade de Brasília, Instituto de Ciências Exatas, Departamento de Ciência da Computação, 2014.O termo Pensamento Computacional traz uma nova abordagem na área da ciência cognitiva e da Ciência da Computação, com a premissa de que a inserção dos conceitos da Ciência da Computação na educação básica desenvolve uma habilidade de abstração diferente que ajuda as crianças na resolução de problemas em todas as áreas da vida, não apenas no uso de computadores ou para futuros cientistas da computação. O Pensamento Computacional é uma habilidade para todos. O presente trabalho apresenta a definição do termo e seus conceitos e desenvolve uma proposta de atuação e aplicação num estudo de caso realizado em sala de aula.The term Computational Thinking brings a new approach in the field of cognitive science and computer science, with the premise that the insertion of the concepts of computer science in basic education develops diferent skills abstraction that helps children in problem solving in all areas of life, not only in the use of computers or for future computer scientists. Computational thinking is a skill for everyone. This paper presents the definition of the term and its concepts and develops an action plan and implementation of a case study conducted in the classroom

Developing computational thinking in the classroom: a framework

Computational thinking sits at the heart of the new statutory programme of study for Computing: “A high quality computing education equips pupils to use computational thinking and creativity to understand and change the world” (Department for Education, 2013, p. 188). This document aims to support teachers to teach computational thinking. It describes a framework that helps explain what computational thinking is, describes pedagogic approaches for teaching it and gives ways to assess it. Pupil progression with the previous ICT curriculum was often demonstrated through ‘how’ (for example, a software usage skill) or ‘what’ the pupil produced (for example, a poster). This was partly due to the needs of the business world for office skills. Such use of precious curriculum time however has several weaknesses. Firstly, the country’s economy depends on technological innovation not just on use of technology. Secondly, the pace of technology and organisational change is fast in that the ICT skills learnt are out of date before a pupil leaves school. Thirdly, technology invades all aspects of our life and the typically taught office practice is only a small part of technology use today