2 research outputs found

    Introducing Computational Thinking in K-12 Education: Historical, Epistemological, Pedagogical, Cognitive, and Affective Aspects

    Get PDF
    Introduction of scientific and cultural aspects of Computer Science (CS) (called "Computational Thinking" - CT) in K-12 education is fundamental. We focus on three crucial areas. 1. Historical, philosophical, and pedagogical aspects. What are the big ideas of CS we must teach? What are the historical and pedagogical contexts in which CT emerged, and why are relevant? What is the relationship between learning theories (e.g., constructivism) and teaching approaches (e.g., plugged and unplugged)? 2. Cognitive aspects. What is the sentiment of generalist teachers not trained to teach CS? What misconceptions do they hold about concepts like CT and "coding"? 3. Affective and motivational aspects. What is the impact of personal beliefs about intelligence (mindset) and about CS ability? What the role of teaching approaches? This research has been conducted both through historical and philosophical argumentation, and through quantitative and qualitative studies (both on nationwide samples and small significant ones), in particular through the lens of (often exaggerated) claims about transfer from CS to other skills. Four important claims are substantiated. 1. CS should be introduced in K-12 as a tool to understand and act in our digital world, and to use the power of computation for meaningful learning. CT is the conceptual sediment of that learning. We designed a curriculum proposal in this direction. 2. The expressions CT (useful to distantiate from digital literacy) and "coding" can cause misconceptions among teachers, who focus mainly on transfer to general thinking skills. Both disciplinary and pedagogical teacher training is hence needed. 3. Some plugged and unplugged teaching tools have intrinsic constructivist characteristics that can facilitate CS learning, as shown with proposed activities. 4. Growth mindset is not automatically fostered by CS, while not studying CS can foster fixed beliefs. Growth mindset can be fostered by creative computing, leveraging on its constructivist aspects

    Towards BIM/GIS interoperability: A theoretical framework and practical generation of spaces to support infrastructure Asset Management

    Get PDF
    The past ten years have seen the widespread adoption of Building Information Modelling (BIM) among both the Architectural, Engineering and Construction (AEC) and the Asset Management/ Facilities Management (AM/FM) communities. This has been driven by the use of digital information to support collaborative working and a vision for more efficient reuse of data. Within this context, spatial information is either held in a Geographic Information Systems (GIS) or as Computer-Aided Design (CAD) models in a Common Data Environment (CDE). However, these being heterogeneous systems, there are inevitable interoperability issues that result in poor integration. For this thesis, the interoperability challenges were investigated within a case study to ask: Can a better understanding of the conceptual and technical challenges to the integration of BIM and GIS provide improved support for the management of asset information in the context of a major infrastructure project? Within their respective fields, the terms BIM and GIS have acquired a range of accepted meanings, that do not align well with each other. A seven-level socio-technical framework is developed to harmonise concepts in spatial information systems. This framework is used to explore the interoperability gaps that must be resolved to enable design and construction information to be joined up with operational asset information. The Crossrail GIS and BIM systems were used to investigate some of the interoperability challenges that arise during the design, construction and operation of an infrastructure asset. One particular challenge concerns a missing link between AM-based information and CAD-based geometry which hinders engineering assets from being located within the geometric model and preventing geospatial analysis. A process is developed to link these CAD-based elements with AM-based assets using defined 3D spaces to locate assets. However, other interoperability challenges must first be overcome; firstly, the extraction, transformation and loading of geometry from CAD to GIS; secondly, the creation of an explicit representation of each 3D space from the implicit enclosing geometry. This thesis develops an implementation of the watershed transform algorithm to use real-world Crossrail geometry to generate voxelated interior spaces that can then be converted into a B-Rep mesh for use in 3D GIS. The issues faced at the technical level in this case study provide insight into the differences that must also be addressed at the conceptual level. With this in mind, this thesis develops a Spatial Information System Framework to classify the nature of differences between BIM, GIS and other spatial information systems
    corecore