The cognitive effects of computational thinking: A systematic review and meta-analytic study

In this paper, we review and meta-analyze the findings of experimental studies published between 2006 and 2022 that examined the effects of coding and programming interventions on children's core and higher order executive functions (response inhibition, working memory, cognitive flexibility, planning and problem solving). The systematic review and meta-analysis aimed to address three research questions: 1) Which executive functions are most impacted by the teaching of CT? 2) Which instructional modality (educational robotics/virtual coding/unplugged coding) is most effective in enhancing executive function skills in learners aged 4–16 years? and 3) Does the cognitive effectiveness of coding vary with children's age? A total of 19 studies with 1523 participants met the selection criteria for the systematic review. The meta-analysis included 11 of those studies. The results reveal beneficial effects of structured virtual and tangible coding (educational robotics) activities for preschoolers and first graders, and significant effects of more unstructured virtual coding activities (e.g., Scratch-based) for older students. A multivariate fixed-effects model meta-analysis shows that the teaching of coding significantly improves problem-solving with the highest effect (dppc2 = 0.89), but also planning (dppc2 = 0.36), and inhibition and working memory with lower effects (dppc2 = 0.17, dppc2 = 0.20)

Lesson Plans from the Higher Education Course Curriculum for a Distance Learning Model Reinforced with Robotics for 3 to 7 Years Old Children

EARLY recognizes the importance of early childhood education and the potential of digital technologies in enhancing learning experiences. By providing teachers, parents, and children with effective strategies and resources, it aims to improve the quality of online education for young children. To ensure that all preschool children have access to a continuous learning process in different circumstances (e.g., pandemics, prolonged illness or other situations), teachers and parents benefit from being prepared for these different circumstances. The materials developed and offered in the Higher Education Course Curriculum for Distance Learning Model Reinforced with Robotics for 3-7 Years Old Children are, therefore, relevant. Besides the Curriculum itself, which can be used for structuring training or for self-learning, EARLY offers some examples of activities and lesson plans for online activities with educational value. The main target group of this curriculum is pre-service preschool educators (undergraduates in most countries), but the material is also suitable and recommended for experienced preschool educators who want to expand their competences and those who are in close contact with an early childhood learner.info:eu-repo/semantics/publishedVersio

The Big Why of Implementing Computational Thinking In STEM Education: A Systematic Literature Review

Computational Thinking (CT) has been increasingly embraced as a reformation in STEM education. This paper discusses why the implementation of CT would have a considerable effect on STEM education. The first objective of this systematic literature review is to identify the subjects that incorporate the most elements of CT in STEM education. Secondly, it aims to provide an overview of CT practices in the classrooms. Finally, the major findings of this study seek to discuss the benefits and challenges of the use of CT in STEM education. Fifteen articles were methodically selected from Scopus, Web of Science, Dimensions, and Google Scholar databases as the relevant studies to be discussed in this systematic study, based on the PRISMA Statement (Preferred Reporting Items for Systematic Reviews and Meta-Analysis) review technique. This review identifies current research gaps and directions for the practice and implementation of CT in STEM education. Further analysis of the articles has contributed to a conclusion that CT has become more widespread and multi-disciplinary and seems to have propagated improvements in STEM education. Still, a new study is required, especially on long-term implications

Curricular integration of computational thinking, programming and robotics in basic education: a proposal for teacher training

Today's children are growing up in a complex technological reality, which, in turn, is pushing for the integration of digital technologies in educational contexts. Hence, it becomes necessary to explore how more recent educational approaches to technology can be inclusively integrated into education. Among these innovative approaches are the integration of computational thinking, programming and robotics both in preschool and basic education. Considering the referential of key competences for the current 21th century [1], early training in these areas will contribute to the development of transversal competences [2]. Thus, it is crucial to provide education professionals with the skills and resources for an adequate development of programming and robotics activities in educational contexts. In this paper we present a training action developed within the scope of the project "KML II - Laboratory of technologies and learning of programming and robotics for preschool and primary school". This training action aims to work with early education professionals towards the development of activities with children, using the tools foreseen in this research project. From the work done during the course, trainees should develop an activity plan using programming and robotics technologies, to be implemented in their respective educational contexts. Within this action, trainees are expected to: reflect on the concept of computational thinking and its development in preschool and basic education [3], [4]; collaboratively develop competencies associated with digital literacy and the use of robots and programming languages developed for children [5]; know programming and robotics resources that can be used in preschool and basic education; learn programming basics through applications such as ScratchJr, or others that can support learning development; plan activities according to the curricular contents of the respective level of education, using programming and robotics. Implemented through b-learning, this initiative will also enable educators and teachers to explore and develop distance learning and collaboration skills as well as the use of various support tools and work time management in synchronous and asynchronous sessions. This training is one of the first actions through which KML II project plans to study how to integrate programming and robotics in preschool and basic education, transversally to all areas of knowledge. Within this project, case studies will be carried out at a Portuguese national wide level. This work has two main objectives: a) to propose a training framework for curricular units of technology, in the courses for teacher training in higher education and for in-service training; b) to design a profile of childhood educator and primary school teacher as mediator in the integration of programming and robotics learning in their educational contexts.Project KML II is co-financed by FEDER through the COMPETE 2020 - Operational Thematic Program for Competitiveness and Internationalization (POCI) and national funds through FCT - Portuguese Foundation for Science and Technology under project reference number PTDC/CEDEDG/28710/2017

Codificación y robótica educativa y su relación con el pensamientocomputacional y creativo : Una revisión compresiva

New technological tools, technology-based services and support are being introduced into our daily lives faster than ever. Among these technological advances robotic technology has increased dramatically in recent years, the same as its inclusion in education. The purpose of the paper is offer a compressive review about computational and creative thinking definitions and its measurement, furthermore, its relationship with coding, educational robotics and the maker movement. The review is based in the most cited papers publish in the last 10 years, retrieved from google scholar and other prestigious databases. The review has showed that with the use of coding and robotics kits there is generally no correct way to solve a challenge, and computational and creative thinking are related to find efficient and good solution to problems. Not having a correct answer but multiple ways of addressing a problem is an experience that many teachers are not familiar with. That is why more scientific research is needed in this regard, in terms of successful interventions that show evidence and good practices that serve as training and guides teachers. Nuevas herramientas tecnológicas, servicios basados ​​en tecnología y soporte se están introduciendo en nuestra vida diaria más rápido que nunca. Entre estos avances tecnológicos, la tecnología robótica ha aumentado dramáticamente en los últimos años, así como su inclusión en la educación. El propósito del trabajo es ofrecer una revisión compresiva sobre las definiciones de pensamiento computacional y creativo y su medición, además, su relación con la codificación y la robótica educativa. La revisión se basa en los artículos más citados publicados en los últimos 10 años, recuperados de Google Scholar y otras bases de datos prestigiosas. La revisión ha demostrado que, con el uso de kits de codificación y robótica, generalmente no hay una forma correcta de resolver un desafío, y el pensamiento computacional y creativo está relacionado para encontrar una solución eficiente y buena a los problemas. No tener una respuesta correcta pero múltiples formas de abordar un problema es una experiencia con la que muchos maestros no están familiarizados. Es por eso que se necesita más investigación científica a este respecto, en términos de intervenciones exitosas que muestren evidencia y buenas prácticas que sirvan como capacitación y guíen a los maestros.New technological tools, technology-based services and support are being introduced into our daily lives faster than ever. Among these technological advances robotic technology has increased dramatically in recent years, the same as its inclusion in education. The purpose of the paper is offer a compressive review about computational and creative thinking definitions and its measurement, furthermore, its relationship with coding, educational robotics and the maker movement. The review is based in the most cited papers publish in the last 10 years, retrieved from google scholar and other prestigious databases. The review has showed that with the use of coding and robotics kits there is generally no correct way to solve a challenge, and computational and creative thinking are related to find efficient and good solution to problems. Not having a correct answer but multiple ways of addressing a problem is an experience that many teachers are not familiar with. That is why more scientific research is needed in this regard, in terms of successful interventions that show evidence and good practices that serve as training and guides teachers.Peer reviewe

Curriculum –Releasing Maths Anxiety with the Use of Robotics

info:eu-repo/semantics/publishedVersio

Higher Education Course Curriculum for a Distance Learning Model Reinforced with Robotics for 3 to7 Years Old Children

The curriculum is organized in five different modules, with different focus. The first module is about Basic Concepts of Computational Thinking, presenting the foundations for the rest of the learning. The second module, on Computational Thinking with Block-Based and Text-Based Coding Environments, and the third module, on the Fundamentals of Physical Programming and CT with Robotic Activities, further expand the learning about computational thinking by providing information on the potential of preschool children for computational thinking and how this can be developed through different environments and tools. The fourth module changes the focus to planning and evaluating activities with children by presenting information on Designing Activities and Learning through Distance Education. This is the module that deals with the challenges and potential of distance education in Early Childhood Education, connecting practice with reflection and further learning for educators through self-evaluation and reflection. Finally, the fifth module, on Building Partnerships for Learning, looks at the development of digital skills for early age as a societal endeavour, supporting practitioners in identifying partners and initiatives as well as building communities that can leverage the educational offer. The whole curriculum was planned to provide knowledge and competences that support the development of a distance learning model reinforced with robotics for 3-7 years old children. But each module is a stand-alone learning opportunity based on the lesson plans, slides presentation and materials available. Interested users are also welcome to combine different modules into unique training experiences.info:eu-repo/semantics/publishedVersio

Computational thinking and robotics in education

After the computational thinking sessions in the previous 2016-2018 editions of TEEM Conference, the fourth edition of this track has been organized in the current 2019 edition. Computational thinking is still a very significant topic, especially, but not only, in pre-university education. In this edition, the robotic has a special role in the track, with a strength relationship with the STEM and STEAM education of children at the pre-university levels, seeding the future of our society

Teacher training on Educational Robotics: a systematic review

3noopenThis study systematically reviews the literature concerning structured training experiences with Educational Robotics (ER) by in-service teachers (ISTs) and pre-service teachers (PSTs). The sixteen papers selected highlight the relevance of these courses in order to update professional identity and to support professional development (PD) beginning with undergraduate education. Through these training sessions, both ISTs and PSTs adapted and integrated their knowledge about robotics and the pedagogy behind it, coming to understand the benefits that new technologies can offer. Therefore, they built a positive attitude towards ER and enhanced their self-efficacy. This enables teachers to properly integrate ER in the classroom, using a more conscious and less obsolete methodology. Consequently, they become, together with their students, active co- designers of the educational process. Finally, improvements in teaching methods and contents will significantly impact on the learning process, especially in terms of motivation and inclusion.openGiannandrea, L.; Gratani, F.; Renieri, A.Giannandrea, L.; Gratani, F.; Renieri, A