Computer programming as a tool for developing problem-solving skills

El término pensamiento computacional se utiliza para describir cómo piensa un «científico/a de computadoras» cuando se enfrenta a un problema y los beneficios que esta forma de pensar podría tener en todos nosotros. El pensamiento computacional representa el proceso de reconocimiento de aspectos de la Informática en el mundo que nos rodea, y la aplicación de sus herramientas y técnicas para comprender y razonar sobre los sistemas y los problemas a los que nos enfrentamos. El objetivo de este trabajo es analizar en qué medida influye el desarrollo del pensamiento computacional en la posterior mejora de habilidades relacionadas con la resolución de problemas en un ámbito científico, específico, o incluso general o de aplicación práctica en la vida cotidiana. Para ello, se ha trabajado con alumnado del Grado en Matemáticas y del Grado en Ingeniería Informática, titulaciones que, en menor y en mayor medida, incorporan asignaturas que introducen al alumnado en la «programación» (herramienta fundamental para todo «científico/a de computadoras»). La batería de tests EFAI (Evaluación Factorial de las Aptitudes Intelectuales) de nivel 4 se utilizó para medir la inteligencia general, la inteligencia no verbal (INV) y la inteligencia verbal (IV). De los resultados obtenidos se puede deducir que existe una mayor homogeneidad en el desarrollo de la INV para el alumnado que presumiblemente ha recibido una mayor formación ligada a la programación. Aún así, y para poder obtener conclusiones más robustas será necesario extender el estudio a alumnado de otras ramas de conocimiento, comparando además las habilidades del alumnado de nuevo ingreso con la del alumnado que finaliza la titulaciónThe term computational thinking is used to describe how a «computer scientist» thinks when facing a problem and the benefits that this way of thinking could have in all of us. Computational thinking represents the process of recognizing aspects of computing in the world around us, and applying its tools and techniques to understand and think about the systems and problems we face. The objective of this work is to analyze the extent to which the development of computational thinking influences the subsequent improvement of skills or competences related to the resolution of problems in a specific scientific field, or even in general and practical situations of everyday life. To this end, we have worked with students from the Degree in Mathematics and with students from the Degree in Computer Science. It’s important to note that in both cases, these Degrees incorporate courses for introducing students to «computer programming» (a fundamental tool for all «computer scientist»). The EFAI (Factorial Assessment of Intellectual Abilities) test battery - level 4 - was used to measure general intelligence, non verbal intelligence (INV) and verbal intelligence (IV). From the results obtained, it can be deduced that there is a greater homogeneity in the development of the INV for students who presumably have received more training linked to programming. Even so, and in order to obtain more robust conclusions, it will be necessary to extend the study to students from other branches of knowledge, comparing the skills of the younger students with the students who are close to finish the degre

An ROI Comparison of Initiatives Designed to Attract Diverse Students to Technology Careers

This study examines two alternative interventions designed to attract diverse students to pursue information technology or, more generally, STEM (science, technology, engineering, and math) careers from a Return on Investment (ROI) perspective. More specifically, this study examines the effectiveness and efficiency of single-day and multi-day program formats by comparing students’ propensity to pursue computer information systems and technology related careers. Using an ROI perspective of comparing relative costs to students’ perceived outcomes, our findings suggest that the single-day model is equally effective as the multi-day model at moving students’ propensity to pursue information technology careers, albeit at a lower cost. This suggests that the single day model is a better choice from an ROI perspective and offers the best investment opportunity for choosing which program format to use for future interventions. These findings, while specific to a single comparison of two alternative information technology interventions, are useful as they contribute valuable knowledge and may be applicable to the design and evaluation of other STEM-influencing programs

Uso de la robótica educativa como herramienta en los procesos de enseñanza

Through educational robotics, concerning the use of didactic and pedagogic can support teaching and learning processes in the educational community with technological tools. This document describes the implementation of a differential mobile robot configuration built with the set pieces of kit Lego MindtormsTM NXT robotics, to support teaching and learning processes in three elementary schools from the State of Boyacá, in Colombia. Moreover, the state of art of similar applications is established and the guidelines for building the robot and the results of its application in the educational environment are presented. In addition, it is generally clear, the potential for learning environments, developed from the educational robotics as a new teaching proposal that meets the requirements of contemporary societies that demand new teaching methods.A través de la robótica educativa y el uso de referentes pedagógicos y didácticos, es posible apoyar los procesos de enseñanza y aprendizaje de la comunidad académica, con herramientas tecnológicas. En este documento, se describe la implementación de un robot móvil de configuración diferencial, construido con el set de piezas del kit de robótica Lego Mindtorms™ NXT, como apoyo a los procesos de enseñanza y aprendizaje en los niveles de educación preescolar y educación básica primaria, en tres instituciones educativas del departamento de Boyacá, Colombia. Se establece un estado del arte de aplicaciones similares, los lineamientos para la construcción del robot y los resultados de su aplicación en el ambiente educativo. Además, de forma general, se hace evidente el potencial de los ambientes para el aprendizaje desarrollados a partir de la robótica educativa, como nueva propuesta didáctica que responde a los requerimientos de sociedades contemporáneas que reclaman nuevos métodos de enseñanza

Using Pedagogical Tools to Help Hispanics be Successful in Computer Science

Irish, Rodger, Using Pedagogical Tools to Help Hispanics Be Successful in Computer Science. Master of Science (MS), July 2017, 68 pp., 4 tables, 2 figures, references 48 titles. Computer science (CS) jobs are a growing field and pay a living wage, but the Hispanics are underrepresented in this field. This project seeks to give an overview of several contributing factors to this problem. It will then explore some possible solutions to this problem and how a combination of some tools (teaching methods) can create the best possible outcome. It is my belief that this approach can produce successful Hispanics to fill the needed jobs in the CS field. Then the project will test its hypothesis. I will discuss the tools used to measure progress both in the affective and the cognitive domains. I will show how the decision to run a Computer Club was reached and the results of the research. The conclusion will summarize the results and tell of future research that still needs to be done

An exploration into the adaption of the Bridge21 model for 21st century learning in Irish classrooms: Case Study Report for the NCCA

This report describes the experiences of teachers and pupils in 8 schools as they engaged with the research team, and authors of this report, in attempting to adapt the Bridge21 model of 21st century (21C) learning for use in the mainstream classroom to deliver core curriculum content. The work, and the report, is firmly situated within the context of the Junior Cycle reform process and the participating schools can be viewed as innovators in the emerging change process. The schools come from a diverse geographical and socioeconomic background and thus are a representative sample of the wider cohort of secondary schools in the country. A characteristic they share is strong school leadership, which is supportive of the process, and groups of teachers who are open to exploring changes in classroom practice

The 15th International CDIO Conference: Proceedings – Full Papers

We discuss a conceptual thesis structure model and visual tool for enhancing the writing process in the context of an engineering Master’s thesis. Our model is based on visualizing the thesis as a series of funnels that adjust the writing focus to the desired scope in each individual chapter. At the end of the thesis, the focus is widened back into the original topic area with a reflection on how the solutions proposed in the thesis have impacted or potentially will impact the field. Using our model gives students the opportunity to write a good Master’s thesis in various engineering disciplines. In our experience, the Focus Funnel approach has been very useful and effective, resulting in an overall improvement in the quality of engineering Master’s theses in our degree program.</p

The 15th International CDIO Conference: Proceedings – Full Papers

The 15th international CDIO conference was held at Aarhus University from 25 June 2019&nbsp;to&nbsp;27 June 2019&nbsp;with activities on&nbsp;24 and 28 June. The main theme of the 15th International CDIO Conference was CHANGE&nbsp;in Engineering Education.&nbsp; The conference programme included: Keynotes General presentations Working groups Workshops Round tables Social events CDIO Academy (A CDIO experience for students