Uma Revisão Sistemática de Literatura sobre Autoavaliação de Pensamento Computacional de Jovens

O objetivo deste estudo foi realizar uma Revisão Sistemática de Literatura sobre autoavaliação de Pensamento Computacional de estudantes com idades entre 10 e 15 anos. O foco da revisão foi o da autoavaliação feita por meio de escalas, questionários ou testes de conhecimento. Começamos por fazer uma revisão do conceito de Pensamento Computacional, seguida dos resultados da revisão, contendo trabalhos, métodos, instrumentos utilizados e resultados alcançados. Concluímos que já existem instrumentos validados para medir o Pensamento Computacional na sua multidimensionalidade: uns para avaliar o conhecimento ou a transferência de conhecimento, outros a percepção e atitude dos estudantes face a este construto. Como trabalhos futuros, serão usados os achados para a proposta de um sistema de autoavaliação de Pensamento Computacional

Puppet Hizbul Wathan as a media to introduce and strengthen leadership character in elementary school students

Cultural degradation in children can manifest through the behavior of contemporary youngsters. Delinquent behavior is also prevalent in the school environment, including elementary schools. The purpose of this research is to describe the results of the design and expert assessment of the puppet Hizbul Wathan. The research type employed is qualitative research. The research design utilized is also qualitative research. Data collection techniques include observation, interviews, and documentation. The observation and interview techniques use question guidelines that will be observed and asked to sources. Data validity obtained by researchers involves triangulation, which includes both triangulation of techniques and triangulation of sources. The results reveal that the puppet Hizbul Wathan learning media is suitable for use in elementary schools for enhancing leadership character. This is supported by several stages of expert testing, including assessments from artists and teachers, individual trials involving students, and group trials encompassing both students and teachers, all of which received an average rating of 'very good.' Learning outcomes achieved with Hizbul Wathan shadow puppet learning media are superior. Consequently, the Hizbul Wathan shadow puppet learning media is more effective in improving learning outcomes and enhancing student leadership character

Investigation of science process skills and computational thinking dispositions during the implementation of collaborative modeling-based learning in high school physics class

Computational thinking (CT) skills are essential with the rapid advancement of technology. Developing CT attitudes in students is also required for improving CT skills.   On the other hand, science process skills are also emphasized in high school physics classes. This study aims to design and implement collaborative modeling-based learning for high school physics classes that stimulates computational thinking (CT) and science process skills. The learning activities use a collaborative approach and adapt the modeling process that scientists usually use. A pilot study in a high school physics course was conducted to investigate the effectiveness of collaborative modeling-based learning. The research instruments used in this study include a test for assessing theoretical understanding, an observational rubric for assessing science process skills and a self-report checklist to assess CT dispositions. A pre-and post-test design is employed in the pilot study. Eighty-nine students participated in this study. Students who participated in collaborative modeling-based learning gained a theoretical understanding. Moreover, they have excellent science process skills. According to the self-report checklist, students also demonstrated positive CT attitudes and indicated that they planned to apply CT aspects to their learning.   It indicates that the modeling process has engaged students to think computationally and develop their process skills

Drivers for the development of computational thinking in Costa Rican students

Este estudio proporciona evidencia sobre factores que facilitan el desarrollo del pensamiento computacional (PC) en estudiantes costarricenses de primaria, incluyendo el aporte de la propuesta de LIE++ que aborda conocimientos y prácticas del PC mediante proyectos de programación y computación física. Se utilizó un diseño cuasiexperimental para comparar un grupo de estudiantes de LIE++ con un grupo de estudiantes de otra propuesta llamada LIEGuías que enfatiza aprendizajes con tecnologías digitales. En el estudio participaron 14.795 estudiantes, respondiendo voluntariamente una prueba en línea que se construyó y validó para estimar los puntajes alcanzados en PC. Los resultados mostraron que los estudiantes participantes de LIE++ obtuvieron mejores puntajes en comparación con el grupo de LIEGuías y mediante un modelo de regresión multinivel se identificaron que variables personales y sociales de los estudiantes y de la misma ejecución de la propuesta inciden en el favorecimiento de estos aprendizajes. Esta investigación es un primer acercamiento al tema en este contexto, que se refiere a la importancia de brindar oportunidades educativas que apunten a conocimientos y habilidades más avanzadas de la computación, así como a la relevancia de seguir desarrollando herramientas y metodologías que ayuden a generar evidencias sobre el PC en el ámbito educativo y así mejorar las intervenciones educativasThis study provides evidence about factors that facilitate the development of computational thinking (CT) in Costa Rican elementary school students, including the description of the contribution of the LIE++ proposal that addresses CT knowledge and practices through programming and physical computing projects. A quasi-experimental design was used to compare a group of students from the LIE++ educational proposal with a group of students from another proposal called LIE-Guides, which emphasizes learning with digital technologies. The study sample comprised 14,795 voluntary students, who answered an online test that was constructed and validated to estimate the scores achieved in CT. The results showed that the students participating in the LIE++ proposal obtained better scores compared to the LIE-Guides group. A multilevel regression model demonstrated that students’ personal and social variables, as well as the proposal’s execution scheme, positively affected student learning in CT. This research is a first approach to the subject in this context. It refers to the importance of providing educational opportunities that focus on more advanced computing knowledge and skills, as well as the relevance of continuing to develop tools and methodologies that help generate evidence about CT in education in order to improve educational intervention

The effect of robotics on six graders ' academic achievement, computational thinking skills and conceptual knowledge levels

This study compared the pedagogical effects of educational robot development and the block based programming perspectives, which are used in programming education, on middle school students. Its participants were 78 sixth graders. Considering the students' preferences, 38 students were assigned to the experimental group, which studied with robotics (Lego EV3) sets, and 40 students were assigned to the control group, which studied with block-based programming environment (Scratch). All the topics of the programming unit, which are shown in the methods section, were taught to both groups for 10 weeks using the two different approaches. The change created by the implementation between the groups was tested for academic achievement, computational thinking skill efficacy perceptions, and conceptual knowledge levels. The results indicate that educational robotics develop middle school students' academic achievement and computational thinking skill efficacy perceptions more effectively than block-based programming environments. The connections between the concepts of the students who did robotics were also found to be more solid than those who worked with block-based software.Algorithms and the Foundations of Software technolog

Computational thinking karakteriseret som et sæt af kompetencer:En begrebskortlægning

When ‘Technology Comprehension’ hits the classroom, teachers and students face a subject they are not yet familiar with. The subject is defined through curriculum and common goals. Many words and working methods are new. In this article, we focus on competencies related to computational thinking and how they have been defined in research. This is done to create a more nuanced language and understanding of the content of the area of competence. The article is based on a literature review of international research literature that discusses 'computational thinking' and competencies until 2018, when Technology Understanding was rolled out.Når Teknologiforståelse rammer klasseværelset, står lærere og elever overfor et nyt fag, de endnu ikke er bekendte med. Faget er defineret igennem læreplan og fælles mål blandt andet gennem kompetenceområdet computationel tankeg 1ang . I denne artikel sætter vi fokus på, hvilke kompetencer der knytter sig til computational thinking ved at undersøge, hvordan de er beskrevet og defineret i tidligere forskning. Formålet er igennem denne begrebskortlægning at skabe et mere nuanceret sprog for indholdet af kompetenceområdet. Artiklen bygger på en litteraturgennemgang af international forskningslitteratur, der omtaler ”computational thinking” og kompetencer fra 2013, hvor en større litteraturgennemgang blev fortaget, og frem til 2018, hvor forsøget om Teknologiforståelse blev udrullet i Danmark, samtidigt med at en lang række andre lande påbegyndte egentlig implementering af programmering og computational thinking i grundskolen

Teachers Experiences with Learning Through Making

Experts describe maker education as activities relating to the construction of artifacts that encourage learning through teamwork, problem-solving, and innovation. Teachers in recent years have been turning to maker-centered learning strategies to develop 21st century skills along with emphasizing strong content knowledge focusing on creation and creativity. Previous maker-based learning research focused primarily on the technology and tools associated with these activities; however, little research exists on the teachers\u27 involvement with these learning strategies. The purpose of this phenomenological study was to explore the experiences of teachers currently using maker-centered learning strategies as an instructional practice in grade 5-12 classrooms. Based on the idea of constructing knowledge through active learning, the conceptual framework for this research encompasses multiple learning theories including constructionism, constructivism, experiential learning, and cooperative learning. The research examined the motivation of teachers\u27 using maker-centered learning strategies and the challenges and benefits they have experienced. Data were collected using semistructured interviews and written lived experience descriptions from seven teachers currently using maker-based learning in their classrooms and analyzed using InVivo coding. The participants described their experiences as facilitators in student-centered classrooms that focus on collaboration and learning through failure. Time and assessment are common challenges while increased student engagement and student social and academic growth are common benefits. Experts maintain that maker-centered learning improves 21st century skills and prepares students for success in college, careers, and lifelong learning opportunities

She is a computer scientist: a quantitative comparison between the effectiveness of game design studios and robotics at enhancing women\u27s learning of, self-efficacy in, attitudes toward, and domain identification with computer science

The underrepresentation of women in computer science is a serious issue with ramifications that affect not only women working in the field, but also the field at large and the national economy. While the problem is attributed to several interconnected causes, such as computer knowledge, experience, and familiarity; they do not tell the entire story, nor do they point to a global trend. Studies indicate that these factors did not stop the computer science field from achieving a balanced male-female ratio in non-western countries. Since no single factor can be attributed as the primary cause of this complicated problem, and in an effort to minimize the issue and move computer science in western countries closer toward an egalitarian model, the approach taken to enhance the representation of women in computer science needed to be multifaceted. The most common factors revealed in the literature as possible contributors to the problem were listed and categorized. Based on these factors, the study hypothesized a model (Amal’s Model) and tested its effectiveness at predicting students’ domain identifications with computer science. Following this, the study suggested and tested the impact of coupling constructionist gaming with studio pedagogy in a game design studio on students’, especially women’s, learning of, self-efficacy in, attitudes toward, and domain identifications with computer science. The results compared the implementation of the game design studio with robotics and traditional pedagogical practices. The participant body (N=94) was composed primarily of computer science majors and non-majors who were enrolled during the Fall 2017 semester. The research design included block randomization in order to make sure that the male-female ratio was relatively balanced across all of the groups. A pre-posttest experimental design was utilized to compare students’ learning of, self-efficacy in, attitudes toward, and domain identifications with computer science in three groups: game design studio, robotics and coding, and a control group, with special attention to any gender-based differences that were revealed during the study. The data were analyzed using statistical tests and results showed that Amal’s Model was significantly effective at predicting students’ (both men’s and women’s) domain identifications with computer science. The study showed that aspects of Amal’s Model, including students’ learning of, self-efficacy in, and attitudes toward computer science, were significant predictors of their computer domain identifications with the field. The results concluded that increasing women’s domain identifications with the field, to match domain identification levels held by men, would, in turn, encourage women to pursue a degree in the field. Results from the current study showed that the game design studio had a significant impact on students’ (both men’s and women’s) learning of, self-efficacy in, attitudes toward and domain identifications with computer science when compared with the control group. When robotics was added to the comparison, the game design studio was effective at improving students’ learning and attitudes, and significantly effective at improving their self-efficacy and domain identifications from the pre-test to the pos-test. Unlike the findings produced by several other studies conducted in this area, when students in the study were asked about the suitability of the field for women, the majority of women and men involved agreed that the field is suitable for women. In analyzing the results for apparent gender-related changes in students’ learning, self-efficacy, attitudes, and domain identifications from pre-test to the post-test, it was found that both teaching approaches were effective at improving men’s and women’s learning from the pretest to the post-test. Regardless of the differences between groups in men’s learning of, self-efficacy in, attitudes toward, and domain identification with the field, the differences were statistically insignificant across the groups. While women in the robotics and coding group had significantly higher self-efficacy beliefs than the control group, women in the game design studio showed significant improvements, not only in their self-efficacy, but in their learning, attitudes and domain identifications when compared with the control group. Even though women in the game design studio had slightly lower domain identification levels than men in the same group, they demonstrated the highest statistical improvement in their domain identification with computer science when compared to not only the control group, but also the robotics and coding group. The study demonstrated that women in the control group consistently had the lowest scores in their learning of, self-efficacy in, attitudes toward, and domain identifications with computer science. The results, including current findings and recommendations for enhancing the representation of women in computer science, and suggestions for future studies, were discussed in great detail

Considering primary school programming education using a comprehension-first approach

No abstract available