Research and Development of Immersive Computational Thinking Tools using Virtual Reality, Natural Hazards Data, and Scientific Visualization to Engage K-12 Students in Scientific Computing and Engineering Education

The NHERI DesignSafe-CI Research Experience for Teachers (RET) supplement recruits two high school teachers to work alongside faculty, researchers, and staff of the Texas Advanced Computing Center (TACC) at The University of Texas at Austin. Teachers participate in graduate-level research within the fields of computing and engineering with a particular emphasis on the intersection of natural hazards data, virtual reality, and scientific visualization. The research focus in 2019 was the use of NHERI data, A Frame and WebVR framework, and TACC visualization resources to create natural hazards design features in a virtual reality environment. Professional development and training from TACC supported research deliverables, including a lesson plan aligned with Texas Essential Knowledge and Skills (TEKS) state standards, and a live demo to support TACC's education and outreach activities for K-12 and the general public. This poster will present the research process, highlighting TACC resources used, challenges and successes, and dissemination efforts.Texas Advanced Computing Center (TACC

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

Simplifying the Puzzle: How Computational Thinking and Abstraction Can Help Teachers Conquer Classroom Complexity

The investigation examines the utilization of abstraction and computational thinking by educators to effectively navigate the complexities encountered in the educational setting. It underscores the significance of these cognitive capacities in the examination and determination of intricate issues. To facilitate students in problem-solving and decision-making, educators can utilize computational thinking to break down challenging issues into more manageable components. Two capacities that educators can utilize to apply their knowledge in various circumstances are the identification of patterns and the extrapolation of abstract notions. This research study demonstrated the utility of abstraction and computational thinking in equipping educators with the necessary tools to address classroom issues, which is particularly valuable for curricula focused on training future educators. The study not only identifies potential challenges but also offers recommendations for overcoming the difficulties that teachers may encounter when implementing these ideas in the classroom. By employing these tactics and recommended solutions, educators can help students improve their analytical, problem-solving, and critical thinking abilities, thus preparing them for the challenges of the digital era

Technology-enabled challenge-based learning in a global context

Scalable educational technology enables digital learning experiences to effectively reach a global audience with new approaches to teaching and learning. One new model is challenge-based learning in a global context, which is an extension of problem-based, project-based and contextual teaching and learning. This article describes the theoretical and organizational foundations of the design of a challenge-based learning technology platform for higher education that supports global collaborative team problem-solving experiences. Case examples are provided by the concrete approaches used with Curtin University’s Challenge platform to enable and support scalability, self-organizing and self-directing teams, automated assessment methods, and the support of creative transmedia narratives

An exploration of the role of visual programming tools in the development of young children’s computational thinking

Programming tools are being used in education to teach computer science to children as young as 5 years old. This research aims to explore young children’s approaches to programming in two tools with contrasting programming interfaces, ScratchJr and Lightbot, and considers the impact of programming approaches on developing computational thinking. A study was conducted using two versions of a Lightbot-style game, either using a ScratchJr-like or Lightbot style programming interface. A test of non-verbal reasoning was used to perform a matched assignment of 40, 6 and 7-year-olds to the two conditions. Each child then played their version of the game for 30 minutes. The results showed that both groups had similar overall performance, but as expected, the children using the ScratchJr-like interface performed more program manipulation or ‘tinkering’. The most interesting finding was that non-verbal reasoning was a predictor of program manipulation, but only for the ScratchJr-like condition. Children approached the ScratchJr-like program differently depending on prior ability. More research is required to establish how children use programming tools and how these approaches influence computational thinking

Tools for Integrating Computational Thinking and Mathematics in the Middle Grades

Integrating computational thinking (CT) in teaching specific K-12 school curricular is a more recent development than teaching CT in university and college courses. In this article, we share some insights on teaching practices that support integrating introductory computational thinking activities with school curricular activities for middle grades students. We specifically reflect on the tools and materials to use when integrating computational thinking concepts and mathematics curricular concepts in grade 4-8 classrooms. In this paper, we refer to integration of computational thinking concepts and mathematics curricular concepts as CT and mathematics

Scalable Game Design Switzerland

Das Modul «Medien und Informatik» des Lehrplans 21 verlangt von Primarlehrpersonen, dass sie mit ihren Schülerinnen und Schülern verschiedene Kompetenzen und Inhalte im Bereich der Informatik erarbeiten. Für die Erfüllung dieses Auftrags benötigen die angehenden Lehrpersonen eine entsprechende Ausbildung, die sie mit dem relevanten Fachwissen und den erforderlichen Kompetenzen in der Informatik ausstattet. Um dies zu gewährleisten, hat die Professur für Informatische Bildung (IB) der PH FHNW im Herbst 2017 mit dem zweisemestrigen Modul «Informatische Bildung» eines der schweizweit ersten obligatorischen Veranstaltungen für alle Bachelorstudierenden des Instituts Primarstufe eingeführt. Das Modul ist die praktische Umsetzung der theoretischen Konzepte und fachdidaktischen Ansätze von Scalable Game Design Switzerland (SGD Switzerland). Bei SGD Switzerland handelt es sich um die auf Schweizer Erfordernisse angepasste Weiterentwicklung von SGD USA – ein jahrzehntelang erprobtes umfassendes Curriculum für die Vermittlung von informatischer Bildung. Grundlage und Essenz von SGD Switzerland und somit auch von dem Konzept des neuen Moduls ist das Verständnis von Denken mit dem Computer – das sogenannte Computational Thinking. Das Konzept des Moduls «Informatischen Bildung», bei welchem die Schulung des analytischen, lösungsorientierten Denkens mit dem Computer im Fokus steht, ist ein Novum schweizweit. Dieser Beitrag erläutert das Konzept des Moduls IB und präsentiert einen ersten Einblick in die Eindrücke der Studenten, die den Kurs besucht haben

Die ersten 1000: Computational Thinking als obligatorische Ausbildung für Primarschullehrpersonen in der Schweiz

Die Umsetzung des Lehrplans 21, der mit dem Modul «Medien und Informatik» informatische Bildung (IB) in die Schweizer Primarschulen bringen wird, wirft wichtige Fragen auf: Insbesondere fragt sich, wie die Umsetzung gegen die bei vielen Primarlehrpersonen ablehnende Haltung gegenüber Informatische Bildung gelingen kann. Um angehende Primarlehrpersonen mit dem erforderlichen Fachwissen und den didaktischen Kompetenzen auszustatten, führte die PH FHNW im Herbst 2017 das zweiteilige Pflichtmodul «Informatische Bildung» für Studierende des Bachelors Primarstufe ein. Zudem fokussierte das Modul darauf, in den Studierenden eine nachhaltige, positive Haltungsveränderung hinsichtlich Informatische Bildung auszulösen. Die Erstdurchführung wurde durch mehrfache Datenerhebungen wissenschaftlich begleitet. Eine zentrale Fragestellung war, inwiefern der Besuch des Moduls die Haltungen der Studierenden bezüglich ihres Selbstkonzepts hinsichtlich Informatische Bildung und der Relevanz von Informatischer Bildung auf der Primarstufe beeinflusste. Dieser Artikel präsentiert kurz das didaktische Konzept des Moduls und beschreibt eine Auswertung der Daten, die bei der ersten Durchführung der beiden Modulteile erhoben wurden