Development of Computational Thinking in Brazilian Schools with Social and Economic Vulnerability: How to Teach Computer Science Without Machines

Computational Thinking (CT) has been placing the focus of educational innovation as a set of troubleshooting skills. Unfortunately, there is not a consensus if the teaching methodology and the available materials attend the expectations of the lecturers. To prove the impact that CT training has in primary school, we attempted to evaluate primary school students with a Quasi-Experimental approach and taking Unplugged CT classes in Brazilian Schools with Social and Economic Vulnerabilities. The research happened in two schools to prove if the activities are effective for students who live in areas where there are no electronic devices, Internet or even electrical power can be also benefited. The results show statistically significant improvement. Our study finds shows that we are able to reinforce the claim that CS unplugged is an effective approach and it is an alternative for students who live in unprivileged areas

PENSAMENTO COMPUTACIONAL DESPLUGADO: ENSINO E AVALIAÇÃO NA EDUCAÇÃO PRIMÁRIA BRASILEIRA

O Pensamento Computacional (PC) surge como um novo eixo educacional a nível global. Nas escolas Brasileiras, ele é considerado um conjunto de habilidades e conhecimentos para auxiliar os alunos na solução de problemas. No entanto, não há consenso sobre a metodologia de ensino e a disponibilidade de material que atenda às expectativas dos professores. Para averiguar a eficácia de intervenções de Pensamento Computacional Desplugado, foi realizado em 2017 um estudo com alunos da educação primária, utilizando abordagem Quase-Experimental em aulas de PC Desplugado em duas escolas brasileiras, usando materiais escolares de uso comum. O emprego de tais materiais permitiu que crianças em escolas/regiões onde não há internet, dispositivos eletrônicos ou até mesmo rede elétrica conseguissem se beneficiar da técnica. Os resultados evidenciaram relevância estatística comprovando desta forma melhoria significativa no desempenho do Grupo de Intervenção que participou de atividades de Pensamento Computacional Desplugado (PCD)

Pensamento Computacional Desplugado: Ensino e Avaliação na Educação Primária Espanhola

O Pensamento Computacional (PC) vem gerando um novo foco educacional nas escolas mundiais como um conjunto de conhecimentos e habilidades para a solução de problemas. Entretanto, não há um consenso de metodologia de ensino e disponibilidade de material para atender às expectativas dos professores. Para verificar a eficácia de aulas de Pensamento Computacional Desplugado, foi realizada uma avaliação de estudantes da educação primária espanhola com uma abordagem Quase-Experimental no intuito de beneficiar crianças em regiões/escolas onde não há dispositivos eletrônicos, Internet e até mesmo energia elétrica. Os resultados apresentaram relevância estatística comprovando melhoria significativa no desempenho dos estudantes que tiveram atividades de PC Desplugado

Effective use of Interactive Learning Modules in Classroom Study for Computer Science Education

The National Science Foundation (NSF) is spending substantial resources to improve science, technology, engineering, and mathematics (STEM) education in the United States. The ultimate goal of these programs is to produce students with a better knowledge of math and science and who are more likely to pursue careers in STEM fields. Interactive learning modules can be used in the classroom environment for effective learning. This study examines the learning preferences of Logan High School (located in Logan, Utah) students and evaluates the impacts of using interactive learning modules with classroom lectures compared to other traditional methods of teaching

Desenvolupar el pensament computacional des de matèries diferents sense l'ús de l'ordinador

La Unió Europea va publicar l'any 2016 l'informe Computhink, que té l'objectiu de contribuir al debat internacional que ha posat de manifest la importància dels estudis de pensament computacional, no només pel que fa al contingut, sinó també al potencial que posseeix per desenvolupar habilitats de pensament general i de competències digitals. L'informe també analitza quines són actualment les metodologies que s'utilitzen per portar el pensament computacional a les aules. D'entre totes, volem destacar les activitats Computer Science Unplugged, que treballen el pensament computacional sense ordinador o dispositiu mòbil i sense estar connectat a la xarxa. A causa de la naturalesa d'aquest tipus d'activitats, vam pensar en la possibilitat d'aplicar-les tant al cicle inicial de l'educació secundària, on aquest tipus d'activitats poden ser de gran ajut per facilitar la introducció de conceptes computacionals abans que els alumnes comencin a programar, i en el cicle superior de la primària, on molts alumnes tenen un accés limitat als ordinadors i poden servir per garantir l'estructura de pensament que requereix aquesta disciplina. Per tot això, aquest treball intentarà demostrar que les activitats unplugged permeten desenvolupar i millorar el pensament computacional en els alumnes esmentats. Per fer-ho, s'escolliran activitats que treballin les habilitats del pensament computacional, es posaran en pràctica a l'aula i, finalment, s'analitzaran els resultats

Musical expertise as a scaffold for novice programming

textThis study addresses the role of musical expertise on novice computer programming. Engaging novices with computer programming is one of the great challenges of computer science education. Although there is extensive research focusing on constructionist approaches to programming education and creative entry points to programming, little research addresses the topic of how musical expertise informs an unstructured programming activity. To answer this question I focused on the role of participant talk during programming, patterns in participant programming, and evidence of computational thinking in participants’ final Scratch projects. For this interpretivist study, I worked with a dozen novice programmers from a variety of musical backgrounds: classical musicians, jazz musicians, composers, and non- musicians. Each participant worked on a free-form musical project in the Scratch programming environment. I collected data including participant talk, screen recordings of participant programming, and participants’ final Scratch projects. Overall, musical participants more readily took to the numeracy involved in programming music in Scratch. Also, musical participants were able to use musical concepts and techniques as jumping-off points for programming challenges. Considering my results by participant group, composers stood out in a number of ways: working the longest, testing their programs the most often, adding Scratch objects the slowest, v removing the most Scratch objects, creating projects of the greatest nested depth, and unanimous use of operators and random numbers. Non-musicians, on the other hand, worked for the shortest amount of time, added the fewest Scratch objects, and created projects of the lowest nested depth. In addition to adding to the body of research around chunking and tinkering, this study reinforces the importance of context and comfort in an introduction to computer programming. Composition may be an especially rich area to leverage, given the design- like programming activity of the composers here. Future research projects could resemble this one while focusing on younger learners, explicit musical concepts like those invoked by participants, or alternative performing arts framings such as theater or dance.Curriculum and Instructio

Technikdidaktik - Erweiterung des Lehrens und Lernens durch Technologien

Book of Abstracts zum 7. Technikdidaktik-Symposiums vom 23. bis 25. November 2022 an der Universität Stuttgart