Informatinio mąstymo ugdymo konstrukcionistinėje aplinkoje projektavimo moksliniai tyrimai: pragmatistinė perspektyva

[full article, abstract in English; abstract in Lithuanian] The article examines the modern computer-based educational environment and the requirements of the possible cognitive interface that enables the learner’s cognitive grounding by incorporating abductive reasoning into the educational process. Although the main emphasis is on cognitive and physiological aspects, the practical tools for enabling computational thinking in a modern constructionist educational environment are discussed. The presented analytical material and developed solutions are aimed at education with computers. However, the proposed solutions can be generalized in order to create a computer-free educational environment. The generalized paradigm here is pragmatism, considered as a philosophical assumption. By designing and creating a pragmatist educational environment, a common way of organizing computational thinking that enables constructionist educational solutions can be found.[straipsnis ir santrauka anglų kalba, santrauka lietuvių kalba] Straipsnyje nagrinėjama šiuolaikinė kompiuterinėmis technologijomis grįsta edukacinė aplinka. Aptariami kognityvinės sąsajos, skirtos besimokančiojo įgyjamoms žinioms sieti su realaus pasaulio objektais ar reiškiniais, reikalavimai. Šį susiejimą siūloma realizuoti į ugdymo procesą įtraukiant abdukcinius samprotavimus. Straipsnyje aptariamos praktinės priemonės informatiniam mąstymui ugdyti šiuolaikinėje konstrukcionistinėje aplinkoje, akcentuojant kognityvinius ir fiziologinius aspektus ir jungiant kelių paradigmų teorijas. Pateikta analitinė medžiaga ir siūlomi sprendimai skirti kompiuterinei ugdymo aplinkai, tačiau gali būti apibendrinti ir bendrajai ugdymo aplinkai be technologijų. Filosofine prielaida čia laikoma generalizuota pragmatizmo paradigma. Projektuojant ir kuriant pragmatistinę ugdymo aplinką, randamas informatinio mąstymo ugdymo naudojant konstrukcionistinius edukacinius sprendimus būdas

Design Science Research for Computational Thinking in Constructionist Education: A Pragmatist Perspective

[full article, abstract in English; abstract in Lithuanian] The article examines the modern computer-based educational environment and the requirements of the possible cognitive interface that enables the learner’s cognitive grounding by incorporating abductive reasoning into the educational process. Although the main emphasis is on cognitive and physiological aspects, the practical tools for enabling computational thinking in a modern constructionist educational environment are discussed. The presented analytical material and developed solutions are aimed at education with computers. However, the proposed solutions can be generalized in order to create a computer-free educational environment. The generalized paradigm here is pragmatism, considered as a philosophical assumption. By designing and creating a pragmatist educational environment, a common way of organizing computational thinking that enables constructionist educational solutions can be found

Programavimo mokymosi objektai mokslinės kompiuterijos mokymui: mokslinio tyrimo studijos naudojant stochastinius rekurentinius modelius

Modern education requires innovative approaches that need to be implemented both at the highest levels of the educational environment, such as educational policy or curriculum requirements, and at practical levels such as instructional design and didactic aspects of particular subjects of university education. The reasons for this are: (1) obvious technological changes, including the progress of the world digital economy as a whole; (2) sufficient improvement of innovative digital technologies in the services and industry in particular. This progress requires that more and more knowledge and practical skills of students be taught and trained in university curricula. One of the most important and at the same time difficult areas is computational science. Modern computational science has been transformed from emphasis in the early days to pure computing aspects, to the present-day focus on applications, scientific research, scientific inquiry and the digital design process, and this is of paramount importance for every area of modern science and technology. Another important aspect is innovation. Modern innovations are primarily interdisciplinary and require an interdisciplinary approach to the research process, which should be developed, implemented and taught in the framework of a very diverse curriculum of the university. The aims of the research are: (1) to provide an integral view on various earlier described aspects of educational technology in general; (2) to provide a methodological constructionist framework for scientific inquiry based scientific computing education; (3) to develop design principles and the supportive application and integration methodology for the development of learning resources for scientific computer education; (4) to practically implement a set of sample learning resources including implementations for instructional design and didactics. The set of sample learning resources in the form of programming models and software learning objects is aimed at such topics within the scope of scientific computing education as stochastics, including limit theorems, Monte Carlo methods, queueing theory, and big-data computation and visualization techniques. To implement the research task: (1) a comprehensive meta analysis of domain features study, based on the well known Technological Pedagogical and Content Knowledge model is provided; (2) a comprehensive study of a model of a general form of stochastic recurrence is done and the relevant computational model is provided; (3) a comprehensive study of a model of the system of queues in series, which is based on a general model of stochastic recurrence is done, the relevant computational model is provided; (4) a set of learning resources in the form of software learning objects is developed and provided; (5) a constructionist framework for scientific computing education is provided; (6) a set of didactic tools and instructional design methods is implemented

Software learning objects for scientific computing education: teaching scientific inquiry with recurrence based stochastic models

Modern education requires innovative approaches that need to be implemented both at the highest levels of the educational environment, such as educational policy or curriculum requirements, and at practical levels such as instructional design and didactic aspects of particular subjects of university education. The reasons for this are: (1) obvious technological changes, including the progress of the world digital economy as a whole; (2) sufficient improvement of innovative digital technologies in the services and industry in particular. This progress requires that more and more knowledge and practical skills of students be taught and trained in university curricula. One of the most important and at the same time difficult areas is computational science. Modern computational science has been transformed from emphasis in the early days to pure computing aspects, to the present-day focus on applications, scientific research, scientific inquiry and the digital design process, and this is of paramount importance for every area of modern science and technology. Another important aspect is innovation. Modern innovations are primarily interdisciplinary and require an interdisciplinary approach to the research process, which should be developed, implemented and taught in the framework of a very diverse curriculum of the university. The aims of the research are: (1) to provide an integral view on various earlier described aspects of educational technology in general; (2) to provide a methodological constructionist framework for scientific inquiry based scientific computing education; (3) to develop design principles and the supportive application and integration methodology for the development of learning resources for scientific computer education; (4) to practically implement a set of sample learning resources including implementations for instructional design and didactics. The set of sample learning resources in the form of programming models and software learning objects is aimed at such topics within the scope of scientific computing education as stochastics, including limit theorems, Monte Carlo methods, queueing theory, and big-data computation and visualization techniques. To implement the research task: (1) a comprehensive meta analysis of domain features study, based on the well known Technological Pedagogical and Content Knowledge model is provided; (2) a comprehensive study of a model of a general form of stochastic recurrence is done and the relevant computational model is provided; (3) a comprehensive study of a model of the system of queues in series, which is based on a general model of stochastic recurrence is done, the relevant computational model is provided; (4) a set of learning resources in the form of software learning objects is developed and provided; (5) a constructionist framework for scientific computing education is provided; (6) a set of didactic tools and instructional design methods is implemented

On the Future of Computational Thinking Education: Moving beyond the Digital Agenda, a Discourse Analysis Perspective

This article explores the development directions of the phenomenon of Computational Thinking (CT) from the perspectives of discourse analysis. The motivation is based on the understanding of CT as an advanced educational approach, methodology, and community, aimed at a set of learners’ digital and further competences having a huge impact on modern education and society. The novelty of this study lies in the attempt to look holistically at CT and its perspectives, considering it as an evolving phenomenon per se, leaving aside discussion on its internal characteristics or applications. The study utilizes a comprehensive analysis, applying discourse analysis and social semiotics methods. The results present the most trended storylines associated with CT and its context, providing a thorough introduction to the CT discursive landscape. The findings and discussion present a reflective insight into the discursive landscape directions, focusing on meaning-makers and their identities, the transformative and transductive potential of CT, observing the phenomenon’s development paths from a metaphorical perspective and positioning it towards the development of the socio-technical networks it mediates. In the conclusion, the options for development and possible trends in the reconstitution of the CT phenomenon are outlined

Software learning objects for scientific computing education: teaching scientific inquiry with recurrence based stochastic models.

Modern education requires innovative approaches that need to be implemented both at the highest levels of the educational environment, such as educational policy or curriculum requirements, and at practical levels such as instructional design and didactic aspects of particular subjects of university education. The reasons for this are: (1) obvious technological changes, including the progress of the world digital economy as a whole; (2) sufficient improvement of innovative digital technologies in the services and industry in particular. This progress requires that more and more knowledge and practical skills of students be taught and trained in university curricula. One of the most important and at the same time difficult areas is computational science. Modern computational science has been transformed from emphasis in the early days to pure computing aspects, to the present-day focus on applications, scientific research, scientific inquiry and the digital design process, and this is of paramount importance for every area of modern science and technology. Another important aspect is innovation. Modern innovations are primarily interdisciplinary and require an interdisciplinary approach to the research process, which should be developed, implemented and taught in the framework of a very diverse curriculum of the university. The aims of the research are: (1) to provide an integral view on various earlier described aspects of educational technology in general; (2) to provide a methodological constructionist framework for scientific inquiry based scientific computing education; (3) to develop design principles and the supportive application and integration methodology for the development of learning resources for scientific computer education; (4) to practically implement a set of sample learning resources including implementations for instructional design and didactics. The set of sample learning resources in the form of programming models and software learning objects is aimed at such topics within the scope of scientific computing education as stochastics, including limit theorems, Monte Carlo methods, queueing theory, and big-data computation and visualization techniques. To implement the research task: (1) a comprehensive meta analysis of domain features study, based on the well known Technological Pedagogical and Content Knowledge model is provided; (2) a comprehensive study of a model of a general form of stochastic recurrence is done and the relevant computational model is provided; (3) a comprehensive study of a model of the system of queues in series, which is based on a general model of stochastic recurrence is done, the relevant computational model is provided; (4) a set of learning resources in the form of software learning objects is developed and provided; (5) a constructionist framework for scientific computing education is provided; (6) a set of didactic tools and instructional design methods is implemented

Short tasks for scaffolding computational thinking by the global Bebras challenge

The short task methodology enhances the Bebras constructive environment, and provides an emotional context that triggers the convolution of initially biased mental models and corresponding emotional reactions into an unbiased set of conceptual models for informatics education. This provides the motivation of our research–to explore the process of pedagogical design of short informatics concept-based tasks from the standpoint of mindset formation, which allows one to build conceptual models for CT education. The aim of the research is to gain a conceptual understanding of what a short task is in the context of the global Bebras Challenge initiative. We explore the principles which should underlie the pedagogical design of short tasks for informatics education that scaffold CT. Exploration of a number of practical examples of the Bebras short tasks is the background of our research methodology. The results include an analysis of the structure of short tasks, focusing on the interaction of mental models, conceptual models, and heuristics inherent in the task design. The discussion provides a comprehensive insight into the issues of the short tasks in relation to CT and the Bebras environment. We conclude with recommendations for organizing an effective pedagogical design of a short task

On Semiotics Perspectives of Computational Thinking: Unravelling the “Pamphlet” Approach, a Case Study

Computational thinking (CT) is in the midst of an ongoing debate about its scope and definitions. There is a trend away from a “traditional” computer science-inspired agenda towards a focus on universal competences for today’s labor market. However—and this is the motivation behind the research—the shift described is just an unconscious attempt to reveal the immanent nature of CT as an evolving semiotic phenomenon. The aim of this study is to explore directions and perspectives for the further development of CT and related methodological design approaches. As a research strategy, this article utilizes a case study on the presented set of resources dedicated to CT early education and reveals it in terms of multimodal discourse analysis. As a result, a landscape of future CT trends is presented, uncovering CT from a multimodal semiotic perspective. This article discusses various issues related to CT and its multimodal semiotics nature, perspectives on the design of CT-related resources and additional educational issues such as the perspectives on instructional approaches for CT teaching. We conclude that CT as a social phenomenon is in the process of an evolutionary transformation of its constitutive structure in the direction of further revealing its agentive semiotic nature

Short Tasks for Scaffolding Computational Thinking by the Global Bebras Challenge

The short task methodology enhances the Bebras constructive environment, and provides an emotional context that triggers the convolution of initially biased mental models and corresponding emotional reactions into an unbiased set of conceptual models for informatics education. This provides the motivation of our research–to explore the process of pedagogical design of short informatics concept-based tasks from the standpoint of mindset formation, which allows one to build conceptual models for CT education. The aim of the research is to gain a conceptual understanding of what a short task is in the context of the global Bebras Challenge initiative. We explore the principles which should underlie the pedagogical design of short tasks for informatics education that scaffold CT. Exploration of a number of practical examples of the Bebras short tasks is the background of our research methodology. The results include an analysis of the structure of short tasks, focusing on the interaction of mental models, conceptual models, and heuristics inherent in the task design. The discussion provides a comprehensive insight into the issues of the short tasks in relation to CT and the Bebras environment. We conclude with recommendations for organizing an effective pedagogical design of a short task

Professional Development of In-Service Teachers: Use of Eye Tracking for Language Classes, Case Study

This article presents a study on in-service professional development of Lithuanian secondary school language teachers. The motivation is based on the understanding of language education as a highly interactive, complex process that requires a teacher’s digital literacy skills combined with integrated instructional approaches. This requires the implementation of a set of professional development activities. As a research methodology, we use a mixed method approach based on collecting eye tracking data in the first phase and, then, focus on comparative teacher self-reflection using data analysis and qualitative interviews. Finally, based on the collected qualitative and quantitative data, educational experts develop and present recommendations on the scope and direction of professional development. As a result of this study, a comprehensive set of the eye tracking data from the experiment involving 93 participants in total and 23 recorded lessons is presented. This includes variables such as number of visits, time to first fixation, number of fixations, and fixation duration vertically and horizontally. The discussion presents the results of the qualitative part of the study, including comprehensive teachers’ feedback. In conclusion, an integrated training program for in-service language teachers is presented, including an eye tracking experiment that provides data for extensive self-reflection and feedback