Relevant bibliographies by topics / Activities to develop algorithmic thinking

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Activities to develop algorithmic thinking'

Author: Grafiati
Published: 28 June 2021
Last updated: 4 February 2022

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Journal articles on the topic "Activities to develop algorithmic thinking"

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Klunnikova, M. M. "THE METHODS OF DEVELOPING COMPUTATIONAL THINKING OF STUDENTS WHILE STUDYING THE COURSE "NUMERICAL METHODS" BASED ON BLENDED LEARNING." Informatics and education, no. 6 (September 17, 2019): 34–41. http://dx.doi.org/10.32517/0234-0453-2019-34-6-34-41.

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The work is devoted to the consideration of improving the quality of teaching students the discipline “Numerical methods” through the development of the cognitive component of computational thinking based on blended learning. The article presents a methodology for the formation of computational thinking of mathematics students, based on the visualization of algorithmic design schemes and the activation of the cognitive independence of students. The characteristic of computational thinking is given, the content and structure of computational thinking are shown. It is argued that a student with such a mind is able to manifest himself in his professional field in the best possible way. The results of the application of the technique are described. To determine the level of development of the cognitive component of computational thinking, a diagnostic model has been developed based on measuring the content, operational and motivational components. It is shown that the proposed method of developing computational thinking of students, taking into account the individual characteristics of students’ thinking, meaningfully based on the theoretical and practical aspects of studying the discipline, increases the effectiveness of learning the course “Numerical methods”. The materials of the article are of practical value for teachers of mathematical disciplines who use information and telecommunication technologies in their professional activities.
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Al Afgoni, Harun, Fiki Alghadari, and Niken Vioreza. "Pencapaian Kemampuan Berpikir Geometri Tingkat Rendah Siswa: Analisis Berdasarkan Tipe Pembelajaran Kooperatif." RANGE: Jurnal Pendidikan Matematika 2, no. 1 (July 31, 2020): 32–37. http://dx.doi.org/10.32938/jpm.v2i1.557.

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Two important elements in the learning process at school are how students' understanding and learning activities are. On the other hand, most students only memorize algorithmic formulas without understanding the concept in depth. As a result, students' thinking abilities at low levels become dominant in learning operations. This study was conducted with the aim of analyzing the achievement of students' low-level geometry thinking skills between the learning group of think pair share (TPS) and the two stay to stray (TSTS). This quantitative study was conducted on students in one of the junior high schools in the East Jakarta area. Data were obtained using instruments developed based on three initial levels of geometrical thinking according to van Hiele's theory. Data were analyzed with parametric statistics. The results of the data analysis concluded that there were differences in the achievement of the ability to think of low-level geometry students in the TPS and TSTS learning groups. Based on descriptive statistics, the average achievement of TPS group students is more than TSTS. According to the results of this study, learning the geometry of the triangle concept for junior high school students is suggested by learning TPS. There are indications based on the distribution of data that the level of thinking of students in geometry is mostly at the level of analysis.
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Klimina, N. V., and I. А. Morozov. "The program of the advanced training course for teachers of mathematics and informatics "Graphs and graph models: methods of visual processing "." Informatics and education, no. 3 (June 4, 2021): 31–41. http://dx.doi.org/10.32517/0234-0453-2021-36-3-31-41.

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The method of visual presentation of educational information for solving problems of mathematics and informatics is effective for the development of algorithmic, logical and computational thinking of schoolchildren. Technical progress, informatization of education, the emergence of modern software for visualization of information change the activities of teachers who need to master new technologies of information visualization for use in the classroom and in work with gifted children. Visual models for presenting educational information and methods of their processing with the use of computer programs are also relevant in extracurricular activities, allowing to develop the intellectual abilities of schoolchildren. Teachers are required to teach children to create projects in which visibility is a necessary component and must be represented by an electronic product created using modern information visualization tools. The article proposes a variant of the advanced training course for teachers of mathematics and informatics on teaching methods for visualization of solving problems using graphs and the free software “Graphoanalyzator”. The relevance of the course is due to the need to form the competency to carry out targeted work with gifted children in the use of software for creating and processing graphs based on the graph visualization program “Graphoanalyzator”. The authors believe that the training of teachers on this course will contribute to the formation of their skills to solve problems of mathematical modeling in informatics and mathematics, to apply information technologies to solve pedagogical problems in the context of informatization of education.
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Geda, Gábor, and Csaba Biró. "A Possible Way to Develop Algorithmic Thinking." Acta Didactica Napocensia 13, no. 1 (July 31, 2020): 19–28. http://dx.doi.org/10.24193/adn.13.1.3.

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Griffiths, Catherine. "Computational Visualization for Critical Thinking." Journal of Science and Technology of the Arts 11, no. 2 (December 29, 2019): 9–17. http://dx.doi.org/10.7559/citarj.v11i2.666.

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This paper looks back at historical precedents for how computational systems and ideas have been visualized as a means of access to and engagement with a broader audience, and to develop a new more tangible language to address abstraction. These precedents share a subversive ground in using a visual language to provoke new ways of engaging with about complex ideas. Two new approaches to visualizing algorithmic systems are proposed for the emerging context of algorithmic ethics in society, looking at prototypical algorithms in computer vision and machine learning systems, to think through the meaning created by algorithmic structure and process. The aim is to use visual design to provoke new kinds of thinking and criticality that can offer opportunities to address algorithms in their increasingly more politicized role today. These new approaches are developed from an arts research perspective to support critical thinking and arts knowledge through creative coding and interactive design.
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Horbatiuk, Roman M., and Vitalii V. Kabak. "ВИКОРИСТАННЯ ІНФОРМАЦІЙНОЇ СИСТЕМИ ALGOSTUDY У ПРОЦЕСІ ФОРМУВАННЯ АЛГОРИТМІЧНОГО МИСЛЕННЯ МАЙБУТНІХ ІНЖЕНЕРІВ-ПЕДАГОГІВ У ГАЛУЗІ КОМП’ЮТЕРНИХ ТЕХНОЛОГІЙ." Information Technologies and Learning Tools 69, no. 1 (February 25, 2019): 124. http://dx.doi.org/10.33407/itlt.v69i1.2385.

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The specificities of algorithmic thinking formation for engineer-teachers in the field of computer technologies, that is an important intellectual part of their professional activities, have been determined in the article. The information system AlgoStudy has been created in the programming environment Adobe Flash CS6. Its structural components have been built with the use of Flash animation. The pedagogical software product is some Flash App with the given consistency of footages. The transition between these footages is realized with the help of the navigation in such sections: modeling, algorithms, structure of compliance, structure of branching, and structure of cycle. Hypertext links among parts is realized with the help of programming language commands Action Script. Main stages (organizational, practical, and efficient) of the algorithmic thinking formation have been determined, as well as their characteristics have been showed in the article too. The attention has paid to the creation of teaching material (interactive tasks, modeling tasks and logic games) in the information system AlgoStudy for the preparing of future engineer-teachers in the field of computer technologies on the basics of algorithmization and programming. The special organization of educational process for future engineer-teachers algorithmic thinking formation has been realized. The pedagogical software tool AlgoStudy has been used in experimental groups, and traditional didactical materials have been used in control groups during this process. The calculation of results in these research activities is clear enough to allow to conclusion that the use of the information system AlgoStudy contributes the growth performance of high and sufficient levels for students’ algorithmic thinking formation. The practical value of the study could be useful for algorithmic thinking formation of future professionals on computer specializations in pedagogical and technical institutions of higher education.
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Al-Haj Bedar, Rana, and Muhannad Anwar Al-Shboul. "The Effect of Using STEAM Approach on Developing Computational Thinking Skills among High School Students in Jordan." International Journal of Interactive Mobile Technologies (iJIM) 14, no. 14 (August 28, 2020): 80. http://dx.doi.org/10.3991/ijim.v14i14.14719.

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The growing demand for combining digital technology with learning practices has surpassed the use of technology or learning how to use it into the process of enhancing learners’ intellectual levels and scaffolding their understanding by focusing on skills that include thought processes gathered in what is called computational thinking. On the other hand, educational challenges promote the search for new instructional tools and approaches. Consequently, learning shall be extended by superimposing science, technology, engineering, arts, and mathematics (STEAM) approach in the instructional practices. The aim of this paper is to show how STEAM approach can develop the computational thinking among high school learners in Jordan. The main skills of computational thinking included: algorithmic thinking, abstraction, decomposition, and generalization. The sample of this study involved 32 high school students in a private school in Amman. The experimental group studied geography skills in a STEAM approach that included the use of online resources such as LightBot maze and the Ordnance Survey maps (OS) website. The control group studied the same content but through conventional method. Findings showed a significant development in the computational thinking especially in algorithmic thinking and abstraction. Thus a STEAM approach learning environment is one of the effective methods of teaching that improved computational thinking.
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Zabot, Diego, Saulo Ribeiro de Andrade, and Ecivaldo De Souza Matos. "Computational Thinking and Digital Games: Developing Skills With Fun." Journal on Computational Thinking (JCThink) 3, no. 1 (June 1, 2020): 80. http://dx.doi.org/10.14210/jcthink.v3.n1.p80.

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INTRODUCTION: Several researchers consider the importance of Computational Thinking being presented and developed from the earliest years of basic education and, furthermore, that digital games can be one of the vehicles to introduce it to children in schools. However, before developing new game solutions for this purpose, it is important to recognize how games can actually contribute to develop Computational Thinking, as well as to identify which skills have been worked on. OBJECTIVE: In this sense, this article presents the synthesis of a systematic mapping, whose objective was to identify how digital games can be used to develop Computational Thinking skills. METHOD: The objective was met by a systematic literature mapping executed by two reviewers and an expert. RESULTS: It was possible to identify some games used to stimulate the development of Computational Thinking skills, as well as the mechanics used by these games. CONCLUSION: It has been found that puzzle games are most commonly used to develop skills in Computational Reasoning. It has also been observed that the abilities of Abstraction and Algorithmic Thinking are the main skills developed in these games.
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Bosova, L. L. "Coding as a tooL for forming ComputationaL thinking of students." Informatics in school, no. 10 (December 18, 2020): 4–10. http://dx.doi.org/10.32517/2221-1993-2020-19-10-4-10.

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The article outlines the developmental and social aspects of teaching coding to schoolchildren: the development of thinking, the formation of new values of the digital society, understanding the rules of behavior in the digital environment. Coding is a powerful tool for developing computational (algorithmic) thinking. The article shows a variant of teaching coding, which allows schoolchildren to independently invent algorithms, develop their thinking, and improve their abilities. Namely, an example of a sequence of coding tasks on the topic "Integers and operations on them" for elementary school students is considered in detail. Tasks solutions (programs) are given in Python. The emphasis is on how, on the basis of a specially organized sequence of tasks, to provide the student with the opportunity to develop their abilities to perform decomposition, abstraction, pattern recognition, algorithmization, modeling, assessment.
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Pires, Fernanda, Fabrizio F. Honda, Guibson Silva, Rafaela Melo, Rosiane De Freitas, and Marcela Pessoa. "A game proposal to develop Computational Thinking and environmental awareness." Journal on Computational Thinking (JCThink) 3, no. 1 (June 1, 2020): 111. http://dx.doi.org/10.14210/jcthink.v3.n1.p111.

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INTRODUCTION: Discussions around the development of Computational Thinking have demanded efforts to propose methods, techniques and tools that can assist in this process, especially in the school context. This paper deals with the development of an educational game with the theme "Environment and Sustainability" involving the pillars of Computational Thinking. OBJECTIVE: The game aims to assist the development of Computational Thinking by solving the problems to be solved in the missions of the heroine Sofia. The proposal for creating the game points out ways to create tools that work across curriculum themes. Tactics usually incorporated into the algorithmic language that permeate the problem solving processes in Computer Science be used. METHOD: The creation of the game followed a development process based on agile methodologies. The human cognitive structure was considered together with the intertwining between the games and the four pillars of Computational Thinking for the composition of an architecture applied to the game map. RESULTS: The evaluation of the game map regarding the "algorithmization" of the phases fulfilled the requirements regarding the location of the pillars (Decomposition, Pattern, Abstraction and Algorithm). The game, as an entertainment product, was evaluated using the E-Game Flow which pointed to acceptance by the evaluators (undergraduate students in the Computing area) and some suggestions for improvement were recorded. CONCLUSION: Games are presented as an important tool regarding the development process of Computational Thinking considering the engagement they can cause in their users and the possibilities of using their mechanics for directed learning.
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Dissertations / Theses on the topic "Activities to develop algorithmic thinking"

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Alsaleh, Nada Jehad. "Social networking website-based learning activities to develop critical thinking skills among undergraduate students in Saudi Arabia." Thesis, University of Leicester, 2017. http://hdl.handle.net/2381/39925.

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The aim of this study is to investigate whether the use of social networking (SN) website-based learning activities can promote students’ critical thinking (CT) skills and their participation in course activities. For this, an educational intervention was designed and implemented through several stages, drawing from the ADDIE (Analysis, Design, Development, Implementation and Evaluation) learning design model. The intervention is a type of learning activity design based on the WebQuest model, and included open-ended questions and different SN website sources. In order to answer a given question, students were required to browse, criticise and evaluate the source content and present their thoughts in an argumentative essay. I adopted the design-based research (DBR) approach within a mixed methods research design framework to evaluate the effectiveness of the research intervention. Research tools included a CT rubric and student questionnaires as the quantitative tools; and observations, student focus groups and student reflections as the qualitative tools. The main study was conducted in one semester course (16 weeks) with 24 undergraduate female students at King Saud University (KSU), in the first semester of 2014-2015. The quantitative and qualitative data were analysed at the same stage, at the end of the semester. The quantitative data was analysed using one-way repeated measures analysis of variance (ANOVA), Pairwise Comparisons (post-hoc test) and some descriptive statistics. In addition, the qualitative data was analysed thematically using the research questions as a basis for the analysis themes. The intervention revealed positive findings in terms of students’ CT and argumentative writing skills as well as their attitudes. The findings also provide a deeper understanding of students’ perceptions of SN website usage and investigate the factors that affect students’ participation in these course activities. This study found that SN websites alone cannot promote student participation in course activities. SN website usage should be combined with other aspects/factors such as choosing activity topics, the teacher’s role in introducing and implementing activities and consideration of students’ time and other course’s requirements. This study contributes to knowledge by exploring how social constructivism propositions can apply to SN website-based learning activities to help Saudi students learn and apply CT skills.
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聶智康 and Chi-hong Paul Lip. "Investigating Form 6 students' responses to four different critical analysis activities with film to develop their critical thinkingskills: a case study of a Hong Kong languageclassroom." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B43250476.

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Lip, Chi-hong Paul. "Investigating Form 6 students' responses to four different critical analysis activities with film to develop their critical thinking skills a case study of a Hong Kong language classroom /." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B43250476.

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Vais, Jan. "Rozvoj algoritmického myšlení žáků základních škol." Master's thesis, 2021. http://www.nusl.cz/ntk/nusl-446405.

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The presented diploma thesis examines the possibilities of developing algorithmic thinking in primary school pupils. Algorithmic thinking is a necessary tool for effective analysis of the problem and the creation of a procedure for its subsequent repeatable solution. The main research topic of this work is effective and efficient ways of developing algorithmic thinking, especially how to formulate a problem and how to develop algorithmic thinking with the greatest effect in the educational process. The work summarizes various ways of developing algorithmic thinking and the approach to its teaching. The concepts of computer thinking, algorithmic thinking, algorithm and algorithmization are defined and analyzed. Furthermore, contemporary means of developing algorithmic thinking described in the literature are specified. They are then critically evaluated and at the end of the theoretical part the most suitable set of means is selected and the way of their use is proposed. Action research was carried out in the circle of informatics at the primary school in Prague. The verification of the effectiveness of the selected instruments took place during fifteen sixty-minute lessons. The focus of this research lies in increasing the quality of pedagogical practice of the teacher, in the development of his didactic...
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Lhoťanová, Anna. "Unplugged aktivity pro rozvoj informatického myšlení v rámci zájmového vzdělávání." Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-397190.

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This diploma thesis deals with the development of computational and algorithmic thinking in a non-formal education setting, specifically in the conditions of a summer camp activity, which is one of the forms of non-formal education. The thesis verifies by the pedagogical experiment whether it is possible to develop the computational thinking of camp participants, when unplugged activities are included in the programme content. The theoretical part defines the concepts of computational and algorithmic thinking. It also includes property of unplugged methodology. The practical part evaluates the pedagogical field experiment for which 3 sets of unplugged activities and 2 sets of test tools were created. The experiment took place during two summer camp for children from 9 to 18 years old, who were divided into two age groups for testing purposes. In pursuance of the experiment it was found out that the conditions of summer camp activity allow the inclusion of unplugged activities, which represent a method enabling the development of the computational thinking of the camp participants. Though it emerged that these activities have a bearing only on the participants who are more active during these activities and who are more interested in them. KEYWORDS unplugged activities, computational thinking,...
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Books on the topic "Activities to develop algorithmic thinking"

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Micklus, C. Samuel. Make learning fun!: Activities to develop creativity. Glassboro, N.J. (P.O. Box 27, 110 E. High St., Glassboro, N.J. 08028): Creative Competitions, 1988.

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101 fresh & fun critical-thinking activities: Engaging activities and reproducibles to develop kids' higher-level thinking skills. New York: Scholastic Professional Books, 1998.

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81 fresh & fun critical-thinking activities: Engaging activities and reproducibles to develop kids' higher-level thinking skills. New York: Scholastic Professional Books, 1998.

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Rowley, Chris. Thinking on the edge: Thinking activities to develop citizenship and environmental awareness around Morecambe Bay. [Kendal?]: Living Earth, 2003.

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Reproducibles, activities, and ideas to develop critical thinking for the primary grades. New York: Scholastic Professional Books, 1992.

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Yeap, Ban Har. Every child can do math: Deceptively simple activities to develop mathematical thinking. Peterborough, New Hampshire: Crystal Springs Books, 2012.

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Tuttle, Cheryl Gerson. Thinking games to play with your child: Easy ways to develop creative and critical thinking skills. Los Angeles: Lowell House, 1991.

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Tuttle, Cheryl Gerson. Thinking games to play with your child: Easy ways to develop creative and critical thinking skills. 2nd ed. Los Angeles: Lowell House, 1997.

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Swan, Paul. Dice dilemmas: Activities to promote mental computation and develop thinking about chance processes. Woodvale, WA: A-Z Type, 1997.

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Reproducibles, activities, and ideas to develop critical thinking for the middle and upper grades. New York: Scholastic Professional Books, 1991.

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Book chapters on the topic "Activities to develop algorithmic thinking"

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Rankin, Yolanda A., and Jakita O. Thomas. "Leveraging Food as the Context for Developing Computational Algorithmic Thinking in an Entry-Level College Course." In Advances in Educational Marketing, Administration, and Leadership, 113–30. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2005-4.ch006.

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Over the course of three years, we have developed the It's All In The Mix module as part of an introductory Computer Science (CS) course that is a required course for all STEM majors. It's All In The Mix currently consists of a set of integrated food-focused activities that expose students to computational algorithmic thinking (CAT) – the ability to design, implement, adapt and assess algorithms. In the context of using recipes to prepare food, It's All In The Mix provides an anchoring experience for African American undergraduate STEM majors, bridging the gap between students' enactment of algorithms in everyday settings and algorithms in an introductory CS course. As a result of the integration of the It's All In The Mix, we achieve 100% retention of students in the introductory CS course. This chapter examines how this food module has influenced students' development of CAT and their perception of CS.
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Wong, Gary, Shan Jiang, and Runzhi Kong. "Computational Thinking and Multifaceted Skills." In Advances in Early Childhood and K-12 Education, 78–101. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3200-2.ch005.

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Computational thinking allows us to solve complex problem in a certain way, which has been taught in traditional computer science program in university. With the advanced digital computing technology, new visual programming tools have been developed to allow children at early age to explore the concept and practices of computational thinking, which could develop their multifaceted skills. In this study, it aims to report an exploratory study of two pioneer primary schools in Hong Kong on introducing computational thinking through coding. This study uses qualitative approach with classroom observations, field notes and group interviews (n = 14). We also develop a child-centered interview protocol to find out the perception of children in learning how to code. The results show that children are generally engaging in computational thinking activities and believe that this learning context can develop their multifaceted skills such as problem solving skills and creativity.
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Wong, Gary, Shan Jiang, and Runzhi Kong. "Computational Thinking and Multifaceted Skills." In Research Anthology on Developing Critical Thinking Skills in Students, 1470–93. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3022-1.ch077.

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Computational thinking allows us to solve complex problem in a certain way, which has been taught in traditional computer science program in university. With the advanced digital computing technology, new visual programming tools have been developed to allow children at early age to explore the concept and practices of computational thinking, which could develop their multifaceted skills. In this study, it aims to report an exploratory study of two pioneer primary schools in Hong Kong on introducing computational thinking through coding. This study uses qualitative approach with classroom observations, field notes and group interviews (n = 14). We also develop a child-centered interview protocol to find out the perception of children in learning how to code. The results show that children are generally engaging in computational thinking activities and believe that this learning context can develop their multifaceted skills such as problem solving skills and creativity.
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Wong, Gary, Shan Jiang, and Runzhi Kong. "Computational Thinking and Multifaceted Skills." In Research Anthology on Recent Trends, Tools, and Implications of Computer Programming, 1592–615. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3016-0.ch071.

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Computational thinking allows us to solve complex problem in a certain way, which has been taught in traditional computer science program in university. With the advanced digital computing technology, new visual programming tools have been developed to allow children at early age to explore the concept and practices of computational thinking, which could develop their multifaceted skills. In this study, it aims to report an exploratory study of two pioneer primary schools in Hong Kong on introducing computational thinking through coding. This study uses qualitative approach with classroom observations, field notes and group interviews (n = 14). We also develop a child-centered interview protocol to find out the perception of children in learning how to code. The results show that children are generally engaging in computational thinking activities and believe that this learning context can develop their multifaceted skills such as problem solving skills and creativity.
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van Weperen, Ernst Jan, Jonneke de Koning, Gijs Vermeulen, and Titus van der Spek. "Sustainable Entrepreneurial Thinking." In Teaching and Learning Practices That Promote Sustainable Development and Active Citizenship, 195–215. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4402-0.ch010.

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The Sustainable Entrepreneurial Thinking module aims to help shape the global citizens necessary to achieve the Sustainable Development Goals. A global citizen has a certain set of competencies, and the module develops activities that train those competencies. The SET module uses the adjectival form ‘sustainable'. When presented adjectivally the question arises as to what one is trying to sustain? This module explores the ability to sustain “the self”, “the planet”, “the organization”, and, as the course progresses, the interconnectedness of all three. Using the awareness developed in “the sustainable self” and the knowledge gained in “the sustainable planet,” students adopt the mind-set of a sustainable entrepreneur by taking on a societal challenge related to one or more SDGs, and developing innovative entrepreneurial solutions to tackle it. In the process, they train the skills, develop the knowledge, and shape the attitude on their path to becoming global citizens.
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Sim, Alvin, and Paulin Tay Straughan. "A Design Thinking Odyssey." In Applying Design Thinking to the Measurement of Experiential Learning, 123–33. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7768-4.ch008.

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Co-curricular experiences should be warranted a fair amount of attention in higher education, particularly for their ability to help students develop real-world employability skills and a platform for them to critically reflect upon and expand their perspectives. These are crucial in developing the future-ready graduate – the type of graduate the Singapore Management University (SMU) strives to nurture. Yet, the authors have discovered that many students go from one activity to another without understanding what they can actually be getting out of these activities and how each activity connects to life after university. This has led the authors to seek to address the problem: “How might we rethink the purpose and delivery of co-curricular learning?” As part of the design thinking odyssey, this chapter details the prototype SMU has embarked on to measure and document students' learning in the co-curricular space.
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West, Amy E., Sally M. Weinstein, and Mani N. Pavuluri. "Coping and Positive Thinking for Parents." In RAINBOW, 53–60. Oxford University Press, 2017. http://dx.doi.org/10.1093/med-psych/9780190609139.003.0007.

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Session 6 of the RAINBOW treatment protocol focuses on promoting self-efficacy in the parent and child (ingredient I: I can do it! of RAINBOW) and developing coping skills in parents (ingredient N: No negative thoughts, live in the now of RAINBOW), and it is conducted with the parent/caregivers. Therapist and parents first work to identify the child’s positive qualities and ways these can be promoted and reinforced through positive language and mastery activities. Parents are then encouraged to develop their own positive scripts and self-talk to improve their feelings of self-efficacy. Last, parents are instructed in cognitive and mindfulness skills to learn ways to reframe negative thoughts and increase their focus on the present moment.
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Boyd, N. Leigh. "Using Argumentation to Develop Critical Thinking About Social Issues in the Classroom." In Handbook of Research on Critical Thinking and Teacher Education Pedagogy, 135–49. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7829-1.ch008.

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Thanks to the polarized nature of politics in the world today, students need to learn how to think critically about social issues. Argumentation can be both a type of critical thinking and a tool with which to teach students to think critically about social issues. This chapter lays out a framework for teaching students how to develop critical thinking about real world issues through the use of dialogic argumentation. The impact of dialogic argumentative activities in the classroom are discussed, particularly as they relate to the development of metacognition and theory of mind, as well as how they help students develop an “inner-locutor” that allows them to evaluate both their position and opposing positions. Finally, a model for how these elements contribute to students' value-loaded critical thinking about social issues is outlined.
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Boyd, N. Leigh. "Using Argumentation to Develop Critical Thinking About Social Issues in the Classroom." In Research Anthology on Fake News, Political Warfare, and Combatting the Spread of Misinformation, 508–22. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7291-7.ch029.

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Thanks to the polarized nature of politics in the world today, students need to learn how to think critically about social issues. Argumentation can be both a type of critical thinking and a tool with which to teach students to think critically about social issues. This chapter lays out a framework for teaching students how to develop critical thinking about real world issues through the use of dialogic argumentation. The impact of dialogic argumentative activities in the classroom are discussed, particularly as they relate to the development of metacognition and theory of mind, as well as how they help students develop an “inner-locutor” that allows them to evaluate both their position and opposing positions. Finally, a model for how these elements contribute to students' value-loaded critical thinking about social issues is outlined.
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Butcher, Kirsten R., Madlyn Runburg, and Roger Altizer. "Dino Lab." In Research Anthology on Developing Critical Thinking Skills in Students, 395–428. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3022-1.ch021.

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Dino Lab is a serious game designed to explore the potential of using games in scientific domains to support critical thinking. Through collaborations with educators and scientists at the Natural History Museum of Utah (NHMU), game designers and learning scientists at the University of Utah, and Title I middle school teachers and students, the authors have developed a beta version of Dino Lab that supports critical thinking through engagement in a simulation-based game. Dino Lab is organized around four key game stages that incorporate high-level goals, domain-specific rule algorithms that govern legal plays and resulting outcomes, embedded reflection questions, and built-in motivational features. Initial play testing has shown positive results, with students highly engaged in strategic game play. Overall, results suggest that games that support critical thinking have strong potential as student-centered, authentic activities that facilitate domain-based engagement and strategic analysis.
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Conference papers on the topic "Activities to develop algorithmic thinking"

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Cavalheiro, Simone A. C., Ana M. Pernas, Marilton S. De Aguiar, Luciana Foss, André Du Bois, Renata H. S. Reiser, Clause De Brum Piana, and Yuri Weisshahn. "Information organization via computational thinking: case study in a primary school classroom." In XXIV Workshop sobre Educação em Computação. Sociedade Brasileira de Computação - SBC, 2020. http://dx.doi.org/10.5753/wei.2016.9661.

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Technological innovations have changed the profile of professionals required by economy sectors demanding skills related to problem solving and logical reasoning. Concurrently with this reality, Computational Thinking emerges as a methodology for solving problems, which is able to develop many of these skills. This article reports the experience in applying the activities referred as Binary Numbers, Color by Numbers, Sorting Algorithms and Battleships, which aims at developing some of necessary skills for the practice of Computational Thinking by fourth-graders. The article resumes the activities, and evaluates the obtained results.
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Havlásková, Tatiana, Vojtech Gybas, Zuzana Homanová, Libor Klubal, and Kateřina Kostolányová. "APPLICATIONS THAT HELP DEVELOP ALGORITHMIC THINKING." In 17th International Conference on e-Society 2019. IADIS Press, 2019. http://dx.doi.org/10.33965/es2019_201904l018.

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Luan, Hui, and Lijing Jiang. "Develop Critical Thinking by Classroom Activities." In 2014 International Conference on Information, Business and Education Technology (ICIBET 2014). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/icibet-14.2014.21.

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Tocháček, Daniel, Jakub Lapeš, and Jaroslav Novák. "Educational-technology based activities for development of algorithmic thinking and programming skills." In ICEEPSY 2016 International Conference on Education and Educational Conference. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.11.56.

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Doležal, Rafael, Natálie Karásková, Nadezhda V. Maltsevskaya, and Karel Kolář. "SUPPORTING CONCEPTUAL LEARNING IN ORGANIC CHEMISTRY THROUGH SEMI-EMPIRICAL MOLECULAR MODELING: HEURISTICS OF DIELS-ALDER [4+2] CYCLOADITIONS FOR PREPARATION OF POTENTIAL TLR4 MODULATORS." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.39.

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A vast majority of novices in universities predominantly utilize algorithmic mental processes to resolve assigned tasks and tests. Although algorithmic thinking is an essential part of human cognitive functions, experts on didactics call for methods, which develop also conceptual thinking in beginners. Currently, heuristic molecular modeling gains an important position in chemistry education since it inherently integrates several conceptual thinking principles. Herein, it is focused on computational analysis of eight potential immunomodulators prepared by Diels-Alder reactions to exemplify conceptualized chemistry learning. Keywords: conceptual learning, diels-alder cycloadditions, molecular modeling, RM1, activation energy.
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Siddique, Zahed, Amy Bradshaw, Patricia Hardre´, and Farrokh Mistree. "Experiential Learning Based Engineering Curriculum to Develop Meta-Competencies." In ASME 2011 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2011. http://dx.doi.org/10.1115/detc2011-48258.

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The competitiveness of the U.S., which is linked to our standard of living, is dependent on our ability to produce a large number of sufficiently innovative engineers prepared to address issues related to complex systems. Hence, our focus is on research and the associated development of curriculum and instructional activities that address the engineering competencies related to innovation. In this paper, we present a hierarchical curriculum design model, grounded in experiential learning. The model addresses curriculum design from multiple levels: design of experiential activities to provide targeted scaffolding and support for engineering students to develop competencies, then mapping the competencies at course, course sequence, and curriculum levels, for systemic development of competencies at higher order cognition. We illustrate the hierarchical approach for the design of a three-course sequence around the Formula Society of Automotive Engineers (FSAE) Racing team at University of Oklahoma, Norman, to foster meaningful learning, innovation, systems-level thinking, and the attainment of career-sustaining skills through authentic experiences. With a view to stimulating discussion, in this paper we highlight some of the salient features of our plan and some issues that warrant further investigation.
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Ortiz, Júlia Dos Santos Bathke, and Roberto Pereira. "Computational Thinking for Youth and Adults Education: Towards a Socially Aware Model." In Workshops do Congresso Brasileiro de Informática na Educação. Sociedade Brasileira de Computação, 2020. http://dx.doi.org/10.5753/cbie.wcbie.2020.52.

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Research on Computational Thinking has been growing over the last years, mainly focusing on Elementary and High School students. Challenging audiences, such as Youth and Adults Education, are rarely addressed or even cited in current literature. This Master's research investigates Computational Thinking as a way to promote digital inclusion and proposes a model to design and conduct initiatives for Youth and Adults Education taking into account the characteristics and particularities of this public. The model, with a set of principles and practices, was applied and analyzed in an exploratory case study inside a public school. Results suggest the model is promising to inspire practices to develop Computational Thinking for inclusion. As additional contributions, activities applied in a real setting and lessons learned from their application are presented to support and inform further initiatives.
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Berbegal-Mirabent, Jasmina, Dolors Gil-Domènech, and Clara Gieure. "Boosting critical thinking in a Project Management course: An active learning experience." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2605.

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The present study reports the experience of a project-based learning activity in which students are asked to plan and assess the viability of an event. This activity is part of a Project Management course taught at Universitat Internacional de Catalunya, in a Masters’ Degree in Business Administration and Production Systems. With this activity students are required to apply the acquired technical skills while use different quantitative methods and tools to interpret data for decision-making. By introducing self- and peer- assessment tasks, this activity also boosts critical thinking. The results show that active learning materialized in the form of project-based learning activities make courses more enjoyable for both instructors and students, and most importantly, contribute to develop students’ skills such as teamwork and critical thinking. The findings also reveal that although pre-class readings and lectures are useful, students do not fully understand and realize about what they learn until they are actively involved in activity where they should apply the new knowledge acquired.
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Laudante, Elena, and Francesco Caputo. "Design and Digital Manufacturing: an ergonomic approach for Industry 4.0." In Systems & Design: Beyond Processes and Thinking. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/ifdp.2016.3297.

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The contribution proposes innovative methods for design and ergonomic configuration of tools, equipment and manual workplaces for automobile assembly tasks, in order to increase the worker’s welfare and the system’s performance by improving general safety conditions. Developed activities are part of the research project “DEWO – Design Environment for WorkPlace Optimization”, financed by Italian Government to the Second University of Naples. The aim of this project is to identify new methods for optimization of assembly tasks in a virtual environment in terms of overall integration among materials management, working tasks organization and layout, starting from the principles of "WorkPlace Organization" and the modern theories of "Lean Production ". The manufacturing industry is heading to the ever more pushed use of digital technologies in order to achieve very dynamic production environments and to be able to develop continuous process and product innovations to fit into the so called Fourth Industrial Revolution, Industry 4.0. The main goal of Industry 4.0 is to “rethink” companies through the use of digital, to reconsider the design approach and to monitor the production process in real time. The research addresses the evolution of innovation 4.0 in relation to the discipline of design, where the management of knowledge in the production process has led to the strengthening and improvement of tangible goods. Starting by current ergonomic analysis models and innovative approaches to the process of industrial production line, the manufacturing processes in the virtual environment were defined and optimized with the use of innovative 3D enjoyment technologies. The constant interaction among the different disciplines of design, engineering and occupational medicine, enables the creation of advanced systems for simulating production processes based on virtual reality and augmented reality, mainly focused on the needs and requirements of the workers on a production line where it is possible to bring out the interaction between real and virtual factory (Cyber-Physical System). The objective is to define new models of analysis, of development and testing for the configuration of ergonomic processes that improve and facilitate the human-machine interaction in a holistic view, in order to protect and enhance human capital, transferring the experiences and knowledge in the factory system, key factors for the company and for the sustainability of workers welfare levels.DOI: http://dx.doi.org/10.4995/IFDP.2016.3297
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Bergamini, Isabella, and Daniele Fanzini. "Design education learning: developing skills of observing and managing intangible system in young generations." In Systems & Design: Beyond Processes and Thinking. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/ifdp.2016.3328.

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There is consensus among researchers are recognizing that managing and projecting in complexity multidimensionality (Manzini, Baule, & Bertola, 2004) represents one of the mains challenges and constants of contemporaries’ processes of innovation. This systemic distinguishing peculiarity makes impossible to standardize the design processes because every single situation needs to be solve by adopting different strategies (Celaschi & Deserti, 2007). Nevertheless, those innovative processes can be developed and managed by refer us to tools and practices of design into the paradigms of multidisciplinary and multidimensional. However, what happens when professors have to transmit those concepts to young students of design faculties? We have to consider that normally those students are coming from second-degree schools, which programs usually still insist on content rigidly divided in disciplines and don´t consider how the contemporary relation between space and time has overturned for them (Morin, 2001). Young students generally disclaim their past in the meaning of heritage, values and techniques knowledge; they live in the present, a time that does not exist; a time that today results enormously expanded by globalization processes. They still living in a reality of which territorial capital subsystems are characterized by an entropic strong dichotomy of entities in opposition but, on the other hand, in balance within themselves, as for example topics as material/immaterial, collective/identity, culture/industry, etc. So, which are the design didactic challenges to provide horizontal skills for allowing young students to understand complexity and manage knowledge of the reality? This article will discuss the case study of the perception among design of a newly generation admitted at the Innovation and Design Engineering Degree of the Universidad Panamericana – Guadalajara Campus. As expected, in this new generation we can especially observe a resistance to consider the sociocultural, business, technological and territorial dimensions as systems that strategically characterized and affected plural aspects of the design innovation processes. The contribute then proceed in analyzing case studies of didactic activities for creating skills and sensibility able to develop this capability to observe, select and manage the intangible in order to optimize the design of the tangible in the young generations.DOI: http://dx.doi.org/10.4995/IFDP.2016.3328
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Reports on the topic "Activities to develop algorithmic thinking"

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Mahat, Marian, and Wesley Imms. A Day in the Life of a Student: Facilitator Guide. University of Melbourne, 2020. http://dx.doi.org/10.46580/124325.

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A Day in the Life of a Student workshop is a design thinking workshop developed by DLR Group (an integrated design firm) and adapted by the Innovative Learning Environment and Teacher Change project at the University of Melbourne, Australia. The activities involve educators mapping out how one student spends his/her day in school and building a model of the learning environment based on this one student. With an emphasis on the visual learning that comes from modelling experiences, this workshop helps participants develop student-improvement focused practices in innovative learning environments.
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Scoular, Claire, and Ian Teo. Developing strategic plans for an aligned approach to 21st century skills integration. Australian Council for Educational Research, March 2021. http://dx.doi.org/10.37517/978-1-74286-626-0.

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This report describes an online course developed to support education systems to build an aligned and sustainable approach to integration of 21st Century Skills (21CS). 21CS are those skills that are considered particularly important to succeed in today’s knowledge-based society in which innovation and technology are predominant. Prominent examples include critical thinking, creative thinking, and collaboration, and such skills need to be better understood in order for them to be integrated. While different countries may have their own frameworks or priorities surrounding 21CS, a consistent approach to integration can still be achieved with a shared understanding from all stakeholders within the system. The course objectives focused on supporting countries to develop a strategic plan for 21CS integration, providing resources to aid that plan, and building capacity to implement the plan. The specific learning objectives were to: Understand components and steps leading to 21CS alignment; Conduct a needs analysis, identifying which steps are currently being met, and which steps need more attention; Develop a strategic plan, identifying which steps are to be prioritized and in which order; Gain insights from other education systems from reflections on successful developments and lessons learned; and Engage in discussion within education systems and with other countries about the emerging area of skills integration, as well as identify future directions. Course participants joined from across 16 Asia Pacific countries and from the Education Quality and Assessment Programme for the Pacific Community (EQAP). The course comprised of eight modules that were spread over three weeks, with content hosted online through the Moodle platform.Each module consisted of pre-recorded video content (30-60 minutes) and team and/or individual activities. The modules were supported by three live sessions that allowed participants to ask questions and share reflections in real time. The course concluded with a webinar that consisted of presentations that were delivered by one member from each Core Strategy Team who shared their team’s strategic plan and reflections from this course.
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