5,907 research outputs found

    Introductory programming in higher education: A systematic literature review

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    A systematic literature review was performed on 33 papers obtained from the ACM, IEEE and Sciencedirect databases, in order to understand in depth, the introductory programming discipline (CS1) in higher education. Recently published works have been covered, providing an overview of the teaching-learning process of introductory programming and enabling to find out whether the research developed by universities worldwide is in line with the proposals made by ACM/IEEE-CS group for computer courses, regarding the transition to the competency-based model. The results show that the new techniques/technologies currently used in software development, as an example of agile methodology, has influenced the teaching-learning process of CS1 together with methods such as visual programming and e-learning. The analyzed papers discuss the importance of developing not only technical, but also social skills, corroborating that methodologies used in introductory programming courses need to focus on preparing students for an increasingly competitive market, associating new skills with technical aspects.This work is supported by CIEd – Research Centre on Education, Institute of Education, University of Minh

    Computational Thinking and Literacy

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    Today’s students will enter a workforce that is powerfully shaped by computing. To be successful in a changing economy, students must learn to think algorithmically and computationally, to solve problems with varying levels of abstraction. These computational thinking skills have become so integrated into social function as to represent fundamental literacies. However, computer science has not been widely taught in K-12 schools. Efforts to create computer science standards and frameworks have yet to make their way into mandated course requirements. Despite a plethora of research on digital literacies, research on the role of computational thinking in the literature is sparse. This conceptual paper proposes a three dimensional framework for exploring the relationship between computational thinking and literacy through: 1) situating computational thinking in the literature as a literacy; 2) outlining mechanisms by which students’ existing literacy skills can be leveraged to foster computational thinking; and 3) elaborating ways in which computational thinking skills facilitate literacy development

    Introductory computer education: developments in a time perspective

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    An analysis of computer literacy curricula around the middle of the 1980s shows a remarkable overall shift away from teaching computing to teaching applications, information handling, and problem-solving. Computer use is no longer viewed as a goal in itself, but is introduced as a powerful means of fulfilling information needs and of facilitating learning and other instructional tasks. Some recent developments raise the question as to whether separate courses in computer literacy are still needed, or whether computer literacy goals could be better attained in other ways. Two interesting new lines of thinking can be observed. The first implies the integration of computer literacy goals with traditional educational goals by promoting the abandonment of separate computer literacy courses for the instrumental use of computers in existing courses. The second development, now being discussed in the Netherlands, can be characterized as a mixed approach, in which the more general computer literacy goals are realized via traditional subject matter courses, while more specific information handling goals are addressed in short separate courses. Both approaches are discussed, and links are established to The Computer in Education study of the International Association for the Evaluation of Educational Achievement (IEA) in order to provide a context for interpreting some of the study's results. (22 references) (Author/GL

    Learning programming at the computational thinking level via digital game-play

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    This paper outlines an innovative game model for learning computational thinking (CT) skills through digital game-play. We have designed a game framework where students can practice and develop their skills in CT with little or no programming knowledge. We analyze how this game supports various CT concepts and how these concepts can be mapped to programming constructs to facilitate learning introductory computer programming. Moreover, we discuss the potential benefits of our approach as a support tool to foster student motivation and abilities in problem solving. As initial evaluation, we provide some analysis of feedback from a survey response group of 25 students who have played our game as a voluntary exercise. Structured empirical evaluation will follow, and the plan for that is briefly described

    Computer Programming Effects in Elementary: Perceptions and Career Aspirations in STEM

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    The development of elementary-aged students’ STEM and computer science (CS) literacy is critical in this evolving technological landscape, thus, promoting success for college, career, and STEM/CS professional paths. Research has suggested that elementary- aged students need developmentally appropriate STEM integrated opportunities in the classroom; however, little is known about the potential impact of CS programming and how these opportunities engender positive perceptions, foster confidence, and promote perseverance to nurture students’ early career aspirations related to STEM/CS. The main purpose of this mixed-method study was to examine elementary-aged students’ (N = 132) perceptions of STEM, career choices, and effects from pre- to post-test intervention of CS lessons (N = 183) over a three-month period. Findings included positive and significant changes from students’ pre- to post-tests as well as augmented themes from 52 student interviews to represent increased enjoyment of CS lessons, early exposure, and its benefits for learning to future careers

    Gamification and Coding to Engage Primary School Students in Learning Mathematics: A Case Study

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    This paper describes a pilot educational project made in a Primary School in Italy (Scuola Primaria Alessandro Manzoni at Mulazzano, Milan) implemented in 2016 and 2017. The project was born from a specific request: the school aimed at improving the results achieved by students aged 7 during the National Tests for Mathematics since they registered performances lower than the National Average. In this context, we supported teachers providing information tools and methods to improve performances. Our aim was to develop new game-oriented approaches to problem-solving, mixing our different experiences and competences (organization design, information technologies, psychology). We provided a broader spectrum of parameters tools and keys to understand how to achieve an inclusive approach personalized on students, involving them and their teachers in the project. This cooperative approach allowed us to collect interesting observations about learning styles, pointing out the negative impact that standardized processes and instruments can have on self-esteem and consequently on the performance of pupils. We argue that addressing pupils in considering mathematics as continuous research and development can increase their performances in National Tests execution. Children free to realize their own experiments and observations dramatically improve their involvement and curiosity about Mathematics

    Relationships: computational thinking, pedagogy of programming, and Bloom’s Taxonomy

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    This study explores the relationship between computational thinking, teaching programming, and Bloom’s Taxonomy. Data is collected from teachers, academics, and professionals, purposively selected because of their knowledge of the topics of problem solving, computational thinking, or the teaching of programming. This data is analysed following a grounded theory approach. A computational thinking taxonomy is developed. The relationships between cognitive processes, the pedagogy of programming, and the perceived levels of difficulty of computational thinking skills are illustrated by a model. Specifically, a definition for computational thinking is presented. The skills identified are mapped to Bloom’s Taxonomy: Cognitive Domain. This mapping concentrates computational skills at the application, analysis, synthesis, and evaluation levels. Analysis of the data indicates that abstraction of functionality is less difficult than abstraction of data, but both are perceived as difficult. The most difficult computational thinking skill is reported as decomposition. This ordering of difficulty for learners is a reversal of the cognitive complexity predicted by Bloom’s model. The plausibility of this inconsistency is explored. The taxonomy, model, and the other results of this study may be used by educators to focus learning onto the computational thinking skills acquired by the learners, while using programming as a tool. They may also be employed in the design of curriculum subjects, such as ICT, computing, or computer science. <br/

    Spice-up your coding lessons with the ACME approach

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    It is nowadays considered a fundamental skill for students and citizens the capacity of undertaking a problem-solving process in various disciplines (including STEM, i.e. science, technology, engineering and mathematics) using distinctive techniques that are typical of computer science. These abilities are usually called Computational Thinking and at the roots of them stands the knowledge of coding. With the goal of encouraging Computational Thinking in young students, we discuss tools and techniques to support the teaching and the learning of coding in school curricula. It is well known that this problem is complex due to the fact that it requires abstraction capabilities and complex cognitive skills such as procedural and conditional reasoning, planning, and analogical reasoning. In this paper, we present ACME (“Code Animation by Evolved Metaphors”) that stands at the foundation of the Diogene-CT code visualization environment and methodology. We discuss visual metaphors for both procedural and object-oriented programming. Based on them, we introduce a playground architecture to support teaching and learning of the principles of coding. To the best of our knowledge, this is the first scalable code visualization tool using consistent metaphors in the field of Computing Education Research (CER)

    Conceptualizing Approaches to Critical Computing Education: Inquiry, Design and Reimagination

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    As several critical issues in computing such as algorithmic bias, discriminatory practices, and techno-solutionism have become more visible, numerous efforts are being proposed to integrate criticality in K-16 computing education. Yet, how exactly these efforts address criticality and translate it into classroom practice is not clear. In this conceptual paper, we first historicize how current efforts in critical computing education draw on previous work which has promoted learner empowerment through critical analysis and production. We then identify three emergent approaches: (1) inquiry, (2) design and (3) reimagination that build on and expand these critical traditions in computing education. Finally, we discuss how these approaches highlight issues to be addressed and provide directions for further computing education research
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