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Charoula Angeli - One of the best experts on this subject based on the ideXlab platform.

  • developing young children s Computational Thinking with educational robotics an interaction effect between gender and scaffolding strategy
    Computers in Human Behavior, 2020
    Co-Authors: Charoula Angeli, Nicos Valanides
    Abstract:

    Abstract The study examined the effects of learning with the Bee-Bot on young boys' and girls' Computational Thinking within the context of two scaffolding techniques. The study reports statistically significant learning gains between the initial and final assessment of children's Computational Thinking skills. Also, according to the findings, while both boys and girls benefited from the scaffolding techniques, a statistically significant interaction effect was detected between gender and scaffolding strategy showing that boys benefited more from the individualistic, kinesthetic, spatially-oriented, and manipulative-based activity with the cards, while girls benefited more from the collaborative writing activity. In regards to the children's problem-solving strategies during debugging, the results showed that the majority of them used decomposition as a strategy to deal with the complexity of the task. These results are important, because they show that children at this very young age are able to cope with the complexity of a learning task by decomposing it into a number of subtasks that are easier for them to tackle. The research contributes to the body of knowledge about the teaching of Computational Thinking. In addition, the study has practical significance for curriculum developers, instructional leaders, and classroom teachers, as they can use the results of this study to design curricula and classroom activities with a focus on the broader set of Computational Thinking skills, and not only coding.

  • Effect of Robotics on Elementary Preservice Teachers’ Self-Efficacy, Science Learning, and Computational Thinking
    Journal of Science Education and Technology, 2017
    Co-Authors: Kamini Jaipal-jamani, Charoula Angeli
    Abstract:

    The current impetus for increasing STEM in K-12 education calls for an examination of how preservice teachers are being prepared to teach STEM. This paper reports on a study that examined elementary preservice teachers’ ( n  = 21) self-efficacy, understanding of science concepts, and Computational Thinking as they engaged with robotics in a science methods course. Data collection methods included pretests and posttests on science content, prequestionnaires and postquestionnaires for interest and self-efficacy, and four programming assignments. Statistical results showed that preservice teachers’ interest and self-efficacy with robotics increased. There was a statistically significant difference between preknowledge and postknowledge scores, and preservice teachers did show gains in learning how to write algorithms and debug programs over repeated programming tasks. The findings suggest that the robotics activity was an effective instructional strategy to enhance interest in robotics, increase self-efficacy to teach with robotics, develop understandings of science concepts, and promote the development of Computational Thinking skills. Study findings contribute quantitative evidence to the STEM literature on how robotics develops preservice teachers’ self-efficacy, science knowledge, and Computational Thinking skills in higher education science classroom contexts.

  • a k 6 Computational Thinking curriculum framework implications for teacher knowledge
    Educational Technology & Society, 2016
    Co-Authors: Charoula Angeli, Joke Voogt, A Fluck, Mary Webb, Margaret Cox, Joyce Malynsmith, Jason Zagami
    Abstract:

    Adding computer science as a separate school subject to the core K-6 curriculum is a complex issue with educational challenges. The authors herein address two of these challenges: (1) the design of the curriculum based on a generic Computational Thinking framework, and (2) the knowledge teachers need to teach the curriculum. The first issue is discussed within a perspective of designing an authentic Computational Thinking curriculum with a focus on real-world problems. The second issue is addressed within the framework of technological pedagogical content knowledge explicating in detail the body of knowledge that teachers need to have to be able to teach Computational Thinking in a K-6 environment. An example of how these ideas can be applied in practice is also given. While it is recognized there is a lack of adequate empirical evidence in terms of the effectiveness of the frameworks proposed herein, it is expected that our knowledge and research base will dramatically increase over the next several years, as more countries around the world add computer science as a separate school subject to their K-6 curriculum.

Aman Yadav - One of the best experts on this subject based on the ideXlab platform.

  • Computational Thinking as an emerging competence domain
    Technical and vocational education and training, 2017
    Co-Authors: Aman Yadav, Joke Voogt, Jon Good, Petra Fisser
    Abstract:

    Computational Thinking is a problem-solving skill set, which includes problem decomposition, algorithmic Thinking, abstraction, and automation. Even though Computational Thinking draws upon concepts fundamental to computer science (CS), it has broad application to all disciplines. It has been suggested that Computational Thinking is an essential twenty-first century skill that should be added to every students’ analytical ability. In this chapter, we discuss key Computational Thinking ideas and how they relate to primary and secondary education. We present efforts in three countries – England, the Netherlands, and the United States – to embed Computational Thinking in the schools. Using the framework of competencies as cognitive dispositions, we further explore how to develop Computational Thinking competencies in children and youth. Specifically, we provide examples of how Computational Thinking would manifest in the primary and secondary education across the disciplines. We also discuss how Computational Thinking ideas are relevant to vocational education and training. In particular, we support the viewpoint of digital literacy as a key component of Computational Thinking and the need to incorporate it into vocational education and training. We also provide directions for future research on the role of Computational Thinking in primary, secondary, and vocational education. In summary, we argue that Computational Thinking is a broadly applicable competence domain, which is important for individuals to be successful in today’s technological society, to increase interest in information technology (IT), and to support inquiry in other disciplines.

  • Computational Thinking for all pedagogical approaches to embedding 21st century problem solving in k 12 classrooms
    Techtrends, 2016
    Co-Authors: Aman Yadav, Hai Hong, Chris Stephenson
    Abstract:

    The recent focus on Computational Thinking as a key 21st century skill for all students has led to a number of curriculum initiatives to embed it in K-12 classrooms. In this paper, we discuss the key Computational Thinking constructs, including algorithms, abstraction, and automation. We further discuss how these ideas are related to current educational reforms, such as Common Core and Next Generation Science Standards and provide specific means that would allow teachers to embed these ideas in their K-12 classrooms, including recommendations for instructional technologists and professional development experts for infusing Computational Thinking into other subjects. In conclusion, we suggest that Computational Thinking ideas outlined in this paper are key to moving students from merely being technology-literate to using Computational tools to solve problems.

  • Computational Thinking in compulsory education towards an agenda for research and practice
    Education and Information Technologies, 2015
    Co-Authors: Joke Voogt, Jon Good, Petra Fisser, Punya Mishra, Aman Yadav
    Abstract:

    Computational Thinking is considered a universal competence, which should be added to every child's analytical ability as a vital ingredient of their school learning. In this article we further elaborate on what Computational Thinking is and present examples of what needs to be taught and how. First we position Computational Thinking in Papert's work with LOGO. We then discuss challenges in defining Computational Thinking and discuss the core and peripheral aspects of a definition. After that we offer examples of how Computational Thinking can be addressed in both formal and informal educational settings. In the conclusion and discussion section an agenda for research and practice is presented.

  • Computational Thinking in elementary and secondary teacher education
    ACM Transactions on Computing Education, 2014
    Co-Authors: Aman Yadav, Chris Mayfield, Ninger Zhou, Susanne E Hambrusch, John T Korb
    Abstract:

    Computational Thinking (CT) is broadly defined as the mental activity for abstracting problems and formulating solutions that can be automated. In an increasingly information-based society, CT is becoming an essential skill for everyone. To ensure that students develop this ability at the K-12 level, it is important to provide teachers with an adequate knowledge about CT and how to incorporate it into their teaching. This article describes a study on designing and introducing Computational Thinking modules and assessing their impact on preservice teachers’ understanding of CT concepts, as well as their attitude towards computing. Results demonstrate that introducing Computational Thinking into education courses can effectively influence preservice teachers’ understanding of CT concepts.

John T Korb - One of the best experts on this subject based on the ideXlab platform.

  • Computational Thinking in elementary and secondary teacher education
    ACM Transactions on Computing Education, 2014
    Co-Authors: Aman Yadav, Chris Mayfield, Ninger Zhou, Susanne E Hambrusch, John T Korb
    Abstract:

    Computational Thinking (CT) is broadly defined as the mental activity for abstracting problems and formulating solutions that can be automated. In an increasingly information-based society, CT is becoming an essential skill for everyone. To ensure that students develop this ability at the K-12 level, it is important to provide teachers with an adequate knowledge about CT and how to incorporate it into their teaching. This article describes a study on designing and introducing Computational Thinking modules and assessing their impact on preservice teachers’ understanding of CT concepts, as well as their attitude towards computing. Results demonstrate that introducing Computational Thinking into education courses can effectively influence preservice teachers’ understanding of CT concepts.

  • a multidisciplinary approach towards Computational Thinking for science majors
    Technical Symposium on Computer Science Education, 2009
    Co-Authors: Susanne E Hambrusch, John T Korb, Christoph M Hoffmann, Mark P Haugan, Antony L Hosking
    Abstract:

    This paper describes the development and initial evaluation of a new course ``Introduction to Computational Thinking'' taken by science majors to fulfill a college computing requirement. The course was developed by computer science faculty in collaboration with science faculty and it focuses on the role of computing and Computational principles in scientific inquiry. It uses Python and Python libraries to teach Computational Thinking via basic programming concepts, data management concepts, simulation, and visualization. Problems with a Computational aspect are drawn from different scientific disciplines and are complemented with lectures from faculty in those areas. Our initial evaluation indicates that the problem-driven approach focused on scientific discovery and Computational principles increases the student's interest in computing.

Uri Wilensky - One of the best experts on this subject based on the ideXlab platform.

  • Cultivating Computational Thinking Practices and Mathematical Habits of Mind in Lattice Land
    Mathematical Thinking and Learning, 2018
    Co-Authors: Christina Pei, David Weintrop, Uri Wilensky
    Abstract:

    There is a great deal of overlap between the set of practices collected under the term “Computational Thinking” and the mathematical habits of mind that are the focus of much mathematics instructio...

  • Defining Computational Thinking for Mathematics and Science Classrooms
    Journal of Science Education and Technology, 2016
    Co-Authors: David Weintrop, Elham Beheshti, Michael Horn, Kai Orton, Kemi Jona, Laura Trouille, Uri Wilensky
    Abstract:

    Science and mathematics are becoming Computational endeavors. This fact is reflected in the recently released Next Generation Science Standards and the decision to include “Computational Thinking” as a core scientific practice. With this addition, and the increased presence of computation in mathematics and scientific contexts, a new urgency has come to the challenge of defining Computational Thinking and providing a theoretical grounding for what form it should take in school science and mathematics classrooms. This paper presents a response to this challenge by proposing a definition of Computational Thinking for mathematics and science in the form of a taxonomy consisting of four main categories: data practices, modeling and simulation practices, Computational problem solving practices, and systems Thinking practices. In formulating this taxonomy, we draw on the existing Computational Thinking literature, interviews with mathematicians and scientists, and exemplary Computational Thinking instructional materials. This work was undertaken as part of a larger effort to infuse Computational Thinking into high school science and mathematics curricular materials. In this paper, we argue for the approach of embedding Computational Thinking in mathematics and science contexts, present the taxonomy, and discuss how we envision the taxonomy being used to bring current educational efforts in line with the increasingly Computational nature of modern science and mathematics.

  • robobuilder a Computational Thinking game abstract only
    Technical Symposium on Computer Science Education, 2013
    Co-Authors: David Weintrop, Uri Wilensky
    Abstract:

    RoboBuilder is a blocks-based, program-to-play game designed to introduce students to core aspects of Computational Thinking in a fun and engaging environment. The game employs a constructionist design to challenge players to invent and implement strategies to control an on-screen robot using a specially designed visual programming language. During the game, players' robots compete against a series of progressively more challenging opponents in one-on-one battles. Through playing the game, players construct working programs, providing learners with the experience of reifying their own ideas using a Computational medium, a practice central to our notion of Computational Thinking. This poster presents the design rationale for RoboBuilder and discusses key aspects of the game that contribute to giving learners a positive, hands-on introduction to core Computational Thinking skills including Computationally expressing ideas, algorithmic Thinking, and debugging.

Michael Lodi - One of the best experts on this subject based on the ideXlab platform.

  • growth mindset in Computational Thinking teaching and teacher training
    International Computing Education Research Workshop, 2017
    Co-Authors: Michael Lodi
    Abstract:

    Teacher training in Computational Thinking is becoming more and more important, as many countries are introducing it at all K-12 school levels. Introductory programming courses are known to be difficult and some studies suggest they foster a fixed-mindset views of intelligence, reinforcing the idea that only some people have the so called "geek gene". This is particularly dangerous if thought by future school teachers. Interventions to stimulate "CS growth mindset" in students and their teachers are fundamental and worth CS education research.

  • conceptions and misconceptions about Computational Thinking among italian primary school teachers
    International Computing Education Research Workshop, 2017
    Co-Authors: Isabella Corradini, Michael Lodi, Enrico Nardelli
    Abstract:

    Many advanced countries are recognizing more and more the importance of teaching computing, in some cases even as early as in primary school. "Computational Thinking" is the term often used to denote the conceptual core of computer science or "the way a computer scientist thinks", as Wing put it. Such term - given also the lack of a widely accepted definition - has become a "buzzword" meaning different things to different people. We investigated the Italian primary school teachers' conceptions about Computational Thinking by analyzing the results of a survey (N=972) conducted in the context of "Programma il Futuro" project. Teachers have been asked to provide a definition of Computational Thinking and to answer three additional related closed-ended questions. The analysis shows that, while almost half of teachers (43.4%) have included in their definitions some fundamental elements of Computational Thinking, very few (10.8%) have been able to provide an acceptably complete definition. On a more positive note, the majority is aware that Computational Thinking is not characterized by coding or by the use of information technology.