Dissertations / Theses on the topic 'Computational Design Thinking'
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Donaldson, Scott P. "Generating, Simulating, Interrogating: A Computational Design Thinking Framework." Research Showcase @ CMU, 2017. http://repository.cmu.edu/theses/133.
Full textTarr, Melanie. "The other art of computer programming: A visual alternative to communicate computational thinking." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2020. https://ro.ecu.edu.au/theses/2280.
Full textGeorge, Lenard. "COMPUTATIONAL THINKING FOR ADULTS- DESIGNING AN IMMERSIVE MULTI-MODAL LEARNING EXPERIENCE USING MIXED REALITY." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23635.
Full textSparf, Maria. "Grundskoleelevers design i lärande : En studie om lärprocesser i programmering." Licentiate thesis, Linköpings universitet, Pedagogik och didaktik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-173590.
Full textStudiens övergripande syfte är att fördjupa kunskapen om hur elever designar sitt lärande i programmering. Det är främst elevernas lärandeprocess, hur de tar sig an problem inom programmering och hur de blir, är och förblir engagerade i uppgifterna, som är av intresse. Programmering kan förstås på många olika sätt, kodning, en digital kompetens, kreativitet eller sätt att lösa problem. Digitaliseringen i samhället har även aktualiserat behovet av att lära sig programmering redan från tidig ålder i grundskolan. I denna studie ses programmering som en del av den digitala kompetens alla elever ska ha möjlighet att utveckla och som finns med som en röd tråd genom hela grundskolan. Studien genomfördes under programmeringslektioner på tre science centers i Sverige. Science center har lång erfarenhet av att undervisa i programmering för barn och unga. Detta nyttjades vid tidpunkten för studien av skolor som på det sättet kunde erbjuda eleverna att prova på programmering redan innan det blev en del av den obligatoriska undervisningen. Lektionerna var anpassade för nybörjare i programmering och genomfördes som en del av skoldagen för elever i årskurs 1-8. Det teoretiska ramverket har utgångspunkt i designorienterad teori, med fokus på hur iscensättning och design för lärande, som omfattar både möjligheter och dilemman för lärande. Ramverket ger en grund för hur elevers lärprocess och engagemang för att lära sig programmering kan analyseras. Resultaten redovisas i form av två artiklar som tillsammans ge en bild av design för och i lärande under programmeringslektioner. Den första artikeln bidrar med kunskap om fem olika tillvägagångssätt (i artikel 1 på engelska, approach) som elever använde för att lösa uppgifter med hjälp av programmering. De kvalitativt olika sätt som eleverna använde under de observerade lektionerna var matematiskt, fel- och försök igen, steg-för-steg, rutin samt estetiskt. Var och ett av dessa tillvägagångssätt gav eleverna möjlighet att använda och träna olika förmågor som är viktiga för att kunna programmera. Förmågorna jämförs, men likställs inte med datalogiskt tänkande (CT) vilket kan anses vara knutet till kompetenser som är viktiga för att aktivt kunna delta i ett digitalt samhälle. Den andra artikelns kunskapsbidrag är att förstå hur beteendemässigt, emotionellt och kognitivt engagemang kan identifieras när elever programmerar. Att förstå hur de olika typerna av engagemang är viktiga var och en för sig, samtidigt som de är sammanflätade och påverkar varandra, är angelägen kunskap. Resultaten visar hur olika typer av engagemang blir synliga under programmeringslektioner. Vidare diskuteras hur elevernas identifierade engagemang kan relateras till hur deras lärprocess designas. I den sammanlagda studien visar resultaten från de båda artiklarna på hur elever blev designers för och i sitt lärande i programmering. Eleverna designade sitt lärande genom hela lärprocessen med hänseende till iscensättningen, vilka tillvägagångssätt de använde och hur de hade möjlighet att vara engagerade på olika sätt.
Agyei, E. (Eunice). "How to design activities for learning computational thinking in the context of early primary school in an after-school code club." Master's thesis, University of Oulu, 2019. http://jultika.oulu.fi/Record/nbnfioulu-201905252073.
Full textMantilla, Güiza Rafael Ricardo. "Propuesta para el desarrollo del pensamiento computacional desde un ecosistema digital. Caso: colegio técnico Vicente Azuero de Colombia." Doctoral thesis, TDX (Tesis Doctorals en Xarxa), 2021. http://hdl.handle.net/10803/673984.
Full text[spa] El estudio surge entre los años 2017 al 2020 como propuesta didáctica para acompañar la alfabetización digital con estudiantes de educación media en una institución educativa en Colombia, incorporando nuevas tendencias en educación como el desarrollo del pensamiento computacional y el aprendizaje basado en problemas, con el fin de mejorar el desempeño académico; sin embargo, para el año 2020 y 2021 cobra mucha fuerza a raíz del distanciamiento social, como resultado de la pandemia con el virus COVID-19 y sus variantes; donde la demanda de estrategias didácticas virtuales impulsan el desarrollo de nuevas formas de trabajo y por ende pensamiento, la tecnología resalta como medio de interacción y supervivencia ante la nueva normalidad. Es decir, el desarrollo de un pensamiento computacional que promueve la alfabetización digital deja de ser una opción, a ser una necesidad. Es así, que el proyecto establece por objetivo fomentar el desarrollo del pensamiento computacional en estudiantes de educación media del colegio técnico Vicente Azuero; a partir de una estrategia didáctica desde un ecosistema digital. Para tal fin, se desarrolla un ecosistema virtual de aprendizaje con diferentes tecnologías educativas, unas adaptadas y otras como desarrollo e implementación de software educativo; en conjunto establecen la simbiosis necesaria para una mediación educativa diseñada desde una investigación basada en el diseño y el aprendizaje basado en problemas. Los resultados validan con el coeficiente de pearson la relación entre las dimensiones del pensamiento computacional propuestas por Brennan y Resnick, el desarrollo de competencias como habilidad para resolver problemas y con pruebas t-Student la relación directa y positiva del ecosistema virtual de aprendizaje.
[eng] The study arises between the years 2017 to 2020 as a didactic proposal to accompany digital literacy with high school students in an educational institution in Colombia, incorporating new trends in education such as the development of computational thinking and problem-based learning, in order to to improve academic performance; However, for the year 2020 and 2021 it gains a lot of strength as a result of social distancing, as a result of the pandemic with the COVID-19 virus and its variants; Where the demand for virtual didactic strategies drive the development of new ways of working and therefore thinking, technology stands out as a means of interaction and survival. In other words, the development of computational thinking that promotes digital literacy is no longer an option but a necessity. Thus, the objective of the project is to promote the development of computational thinking in high school students of the Vicente Azuero technical college; from a didactic strategy from a digital ecosystem. For this purpose, a virtual learning ecosystem is developed with different educational technologies, some adapted and others such as development and implementation of educational software; together they establish the symbiosis necessary for an educational mediation designed from research-based design and problem-based learning. The results validate with the pearson coefficient the relationship between the dimensions of computational thinking proposed by Brennan and Resnick, the development of competencies as an ability to solve problems and with t-Student tests the direct and positive relationship of the virtual learning ecosystem.
Tong, Peng-Wen, and 董芃彣. "Problem decomposition patterns affect visual thinking learners imagination in Design Computational Thinking course." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/dkj2fw.
Full text國立臺北科技大學
互動設計系
106
With the prevalence of the programming education, programming related subjects have become one of the essential skill for students. Through learning logical thinking, students can further solve problems in different situations. Such as computational thinking, which is defined as a problem-solving method, is also a basic skill that everyone need to learn. Design students as the learners of visual thinking, usually communicate and create through imagination. Through the course of computational thinking, learning how to solve the problem is also a design strategy for design students, which indirectly affect the students’ design. Therefore, this study is intended to explore whether the students’ problem decomposition models will affect their imagination. The paper observes the relationship between the students problem decomposition modes and their imagination through the records of classroom activity. According to the activity records, four kinds of models named by programming decision structures were "switch case", "if else", "for loop" and " create ", and the students from "for loop" and " create " models have high originality. From the imaginary test results, it was found that the course can improve the students whose original imagination was low achieved, but originality values from students with higher originality are reduced. As a result, imagination is related to the logic of problem deconstruction, and students can use their imaginations to inspire different logical patterns of deconstruction.
Chen, Po-An, and 陳柏安. "Applying interactive robot to design course of computational thinking and learning computer programming." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/af66kf.
Full text臺北市立大學
資訊科學系
107
Science and technology are developing rapidly, more and more environments can be learned. Students can learn relevant knowledge through the Internet, games and multimedia, and gradually diversify the way they learn. Among them, interactive robots can effectively enhance students’ concentration when they are used as teaching aids. Learning programming can develop computational thinking skills and enhance problem-solving skills. In this paper, we combine the hardware platform of interactive robots and graphical interfaces programming language, and integrate the concepts of computational thinking and programming to design a curriculum that enhances learners' problem solving skills and computer programming. Learners can learn the hardware-level technology through interactive robots, and combine mBlock to control the software of interactive robots. Nine experimental units are involved as follows: Light-emitting diode experiment controls component on the board; Buzzer experimental learn how to control buzzer component; Buzzer game experiment using building blocks and hardware components to create small game; LED diode matrix experiment extends the concept of the light-emitting diode experiment to output the pattern to the panel; Ultrasonic experiments is learned to familiar with variables and conditional concepts in an interactive way; Bluetooth module experiment learn how to achieve data transmission; Assembly and control experiments need to assembly a complete robot and control it; Robot interaction and testing need to use mobile device to control robots. Through nine experiments, learners can develop the core concepts of computational thinking and computer programming.
Ahn, Junghyun. "Computational Thinking in Children: The Impact of Embodiment on Debugging Practices in Programming." Thesis, 2020. https://doi.org/10.7916/d8-k5ee-q864.
Full textChou, Chin-Chun, and 周俊欽. "The Influence of Two - stage Unplugged Program Design System on Student 's Computational Thinking." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/vja8ew.
Full text國立臺北教育大學
數學暨資訊教育學系(含數學教育碩士班)
105
In the past of Program design courses, students are not fully memorized by program instructions or misused by program syntax, students are debugging programs constantly when they write programs. Even if the completion of programming tasks, from the completion of the program cannot be clear and immediate physical feedback. It will affect the interest and effectiveness of studying. In this studies, it uses “The Influence of Two-stage Unplugged Program Design System” to carry out program design teaching. There are 72 students of vocational school who participant this program. Through two-stage hints and solid blocks programming process, educating students to solve the problem by the computational thinking. The system provides immediate feedback and tips to correct the problem-solving steps too. To research the changing of the results and motivation by the programming system using. The study found that, after The Two-stage Unplugged Program Design System programming teaching, students through the physical solid blocks operation will transform computing thinking to the entity, learning process interestingly, and reduce the burden of program instruction memory. And ultimately enhance students' learning motivation, improve learning achievements and reduce learning cognitive load.
LIN, CHUN-FENG, and 林群峰. "Achievement Study of Kodu Games Design Teaching in Elementary Kids Computational Thinking Skills Promotion." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/98156456955546347015.
Full text國立高雄師範大學
工業科技教育學系
105
The purpose of this study is to discuss the effects of computational thinking on 5th-grade elementary students, based on the use of Kodu game design in information technology course. Furthermore, it also discusses the influences of different genders, cognition styles and academic achievements on computational thinking. In this study, quasi-experimental method was adopted, and it involved 97, 5th-grade elementary school students in downtown of Kaohsiung City as subjects. Students were divided into two groups. One was experimental group within 43 students, who took Kodu game design teaching courses; whereas, the other one was control group within 54 students, who did not take Kodu game design teaching courses. In this quasi experiment, there was one class per week and 16 weeks in total. The results were listed as follows: (1) The experimental group subjects, no matter what gender, who took Kodu game design teaching courses, had significantly learning effects on computational thinking. (2) In experimental group, subjects with different “text-visual” cognition styles had significant enhancements of computational thinking as well. (3) In experimental group, subjects whoever with high, intermediate or low mathematic achievements had significant enhancements of computational thinking. (4) Students who took Kodu game design teaching courses could remain higher learning motivation and develop their computational thinking.
WU, YU-CHOU, and 吳昱洲. "A study to the windfield of ecological architecture design integrated with computational fluid dynamics - From the Performance-oriented design thinking." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/3f6g5b.
Full text國立臺北科技大學
設計學院設計博士班
103
Eco-Architecture is a concept of environment and energy sustainability in order to solve the insufficient of global resources, but lacking of effective evaluation method is serious weakness of Eco-Design. How to apply scientific methods and assessment techniques to improve the Eco-Architecture design is major concern to modern designers. At present time, practical simulation tools following with the digital and information technologies development, Performance-oriented Architecture Design is an approach which use of simulation technology to modify design project or built environment. Computational Fluid Dynamics (CFD) technical has becomes an important simulation tool which integrates with the process of architectural design. Many invisible physical factors of environment (such as wind etc.) could be visualized and counted by CFD analysis. The results can use as the basis for the design improvement. As a relative scientific design support method, it runs as a critical role for the development of Eco-Architecture design and the new generation of urban patterns to achieve the concept of sustainable development in future. In this study, researcher studies several cases of famous architectures in the world through CFD turbulence model, and summarized following conclusions: 1.The CFD-based predictions of Tjibaou Culture Center illustrates that the improved design for strengthening the effectiveness of natural ventilation at the normal wind level indicates a significant growth in the volumetric flow rate from 19.24 to 39.34m3/s via an increase of the aeration area in conjunction with minimized obstacles along the flow pathway. 2.The unique form of Guggenheim Museum also causes strong turbulences on the leeward side. The Guggenheim Museum is designed with an irregular fluidic way along the river bank; leading to the positive and negative influences on the physical urban environments reveals by the CFD simulations. 3.We can recognize in depth about the building performance of unique architectural design through the computational simulation analysis. The wind crossing through the building becomes unpredictable due to the round shape of Eryi Lou, particular positions at both ends, the wind velocity to the leeward of Eryi Lou can reach 2.8 m/s. 4.Traditional architectural design has remarkable ingenuity; they could be as great example of reference for ecological architectural design. Performance-Oriented Design concept and CFD simulation will become important tools for architects and designers in the future.
CHEN, JIAN-MING, and 陳建茗. "Research on Integrating Webduino Programming Design into Situated Learning Strategy to Promote Computational Thinking Ability of High School Students." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/bx2539.
Full text國立雲林科技大學
技術及職業教育研究所
106
The 12-year Basic Education Curriculum Guidelines of Taiwan Education Department has introduced Computational Thinking and Programming Language into the Science and Technology courses, which means this generation students can enhance their At the same time, the Situated Learning strategy helps the students received knowledge from actual interaction with learning situation.Therefore, this study explored the effects of Computational Thinking ability, Learning Motivation, and course Satisfaction by using Webduino Programming Design integrated into Situated Learning Strategy. The Quasi-experimental method was adopted in this study. The the experimental group implemented Situated Learning Strategy, and the control group used traditional teaching approach. Participants in this research were 39 students. The research results were shown as follows: 1. The Webduino Programming Design integrated into Situated Learning Strategy has significant effectiveness to promote Computational Thinking ability. 2. The Webduino Programming Design integrated into Situated Learning Strategy has significant effectiveness to promote Learning Motivation of Computational Thinking ability. 3. Applied the Webduino programing Design teaching has significant effectiveness to promote Learning Satisfaction of Computational Thinking ability for each groups. The further analysis shown that there is no significant difference in Learning Satisfaction between experimental group and control group.
Liu, Chia-Chi, and 劉佳琦. "Design and evaluation of a game-based App to support the upper-grade elementary school students' learning of computational thinking." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/34fade.
Full text國立交通大學
教育研究所
106
This study integrates the characteristics of mobile learning and game-based learning to design an App called “Birdy’s Treasure Hunt” to support the upper-grade elementary school students’ learning of computational thinking. To understand students’ capabilities of computational thinking and to set up the focal points of the system design, the author reviewed relevant research literature and available programming-instruction software and interviewed three middle-school and elementary-school teachers at the stage of the needs analysis. According to the results of the needs analysis, the author developed a prototype of the “Birdy’s Treasure Hunt.” The evaluation includes the expert evaluation and the field trial of target learners. Three experts evaluated the prototype, filled out the QUIS questionnaires, and participated in semi-structured interviews. The author concluded the experts’ suggestions about how to revise the system interface, learning content, test questions and revise the system prototype according to the results of the expert evaluation. To find out learning outcomes and learning experiences of the target learners, 49 upper-grade elementary school students participated in the field trial after the prototype revision. Before and after the trial, the students took the pre- and pro-tests of programming concepts such as variables, selection, and control. Also, all participants filled out an attitude scale after the system trial, and five participants were interviewed to report their game-based learning experiences. The results show that the students reported positive attitudes toward learning programming concepts via the “Birdy’s Treasure Hunt,” and that their programming concepts significantly improved after playing the game. Additionally, the target learners thought the system is easy to operate and challenging enough to learn, and they generally agreed they can learn programming concepts from playing the game. Besides, they recommended some possible improvements of the game such as adding more levels, integrating more game elements, and improving qualities of the art design. For future studies, the author suggests the system be revised based on the field-trial results and be employed as supplementary learning materials for formal information-education classes. The system could be compared with other instructional methods in students’ learning outcomes and learning motivation of computational thinking. The learning differences of learners with different strategies during playing the system could also be investigated.
Čuma, Radek. "Utváření představ a osvojování vybraných konceptů používaných při sestavování programů s testovacími podmínkami na 1. stupni ZŠ." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-390462.
Full textLessner, Daniel. "Výuka informatiky na gymnáziích." Doctoral thesis, 2018. http://www.nusl.cz/ntk/nusl-389632.
Full textCosta, Sarita Bastos. "Desenho de interface para o desenvolvimento do pensamento computacional no Ensino Básico: análise do Scratch." Master's thesis, 2016. http://hdl.handle.net/10362/19935.
Full textComputational thinking is the skill to apply methods and techniques from Computer Science in order to solve problems in other sciences, professions and daily life. In the last years, evidences reinforce economic, social and educational arguments for the development of computational thinking in elementary school. A challenge that was sparked by the article Computational Thinking, written by Jeannete Wing, in 2006, in which the author points the reasons why having the ability to think computationally is as important as being capable of read, write or solve aritmetic operations. A wide agreement over the importance of this assumption has lead professional entities, educators, governments and private organizations to elaborate methodologies and tools to promote computational thinking in formal and informal learning environments. It is common to the different initiatives the use of technological resources, like programming languages, digital games and robotic kits. Several studies have been assembled in order to evaluate the potential pedagogic benefits, but only a few of those studies indicates how to design it. This dissertation indicates the design principles that should guide the designing of educational software to promote computational thinking in elementary school. We considered relevant studies from the field of Human Computer Interaction that provided guidelines to the design, implementation and evaluation of leaning interfaces appropriate to the age and to the cognitive development of the target audience. We demonstrate, by analysing Scratch, the efective results of design decisions guided by those principles.
Ribeiro, Ana Margarida Casal. "O trabalho de projeto com robótica educativa no 1º ciclo do ensino básico." Master's thesis, 2021. http://hdl.handle.net/10400.26/38263.
Full textO presente relatório, diz respeito ao projeto de investigação realizado ao longo da Unidade Curricular de Estágio IV, numa turma de 4.o ano do 1.o Ciclo do Ensino Básico. A temática da investigação centra-se no trabalho de projeto com robótica educativa no 1.o Ciclo do Ensino Básico. O objetivo principal deste relatório é descrever e refletir sobre a utilização da robótica em contexto educativo que, em simultâneo com práticas pedagógicas democráticas, nas quais os interesses dos alunos são valorizados, na perspetiva de desenvolver aprendizagens mais significativas. Deste modo, relacionou-se a robótica educativa com a metodologia trabalho de projeto, que tem como referência o modelo pedagógico o Movimento da Escola Moderna. Relativamente às metodologias utilizadas, este projeto incide numa investigação de cariz qualitativo centrada na prática, a qual prevê uma reflexão sobre o trabalho desenvolvido ao longo do tempo. Durante a implementação da investigação e após a análise dos resultados obtidos, evidenciou-se que tanto o trabalho de projeto como a robótica, contribuíram significativamente para a aquisição tanto de valores como de conhecimentos, da turma em estudo. Relativamente ao trabalho de projeto, os alunos constataram que aprenderam a trabalhar em grupo, a serem mais autónomos e responsáveis. Por outro lado, em relação à robótica, apesar de existir um número significativo de alunos que demostrou dificuldades durante a execução das tarefas, não existiu nenhum aluno que evidenciasse descontentamento. Deste modo, parece-nos claro que a robótica permitiu ser o “elo” de ligação entre a aquisição e desenvolvimento de conhecimentos e a motivação, interesse e predisposição dos alunos, face às tarefas propostas, que se consideram ser desafiantes. Por outro lado, o trabalho de projeto realizado articulou-se com as mais diversas disciplinas do currículo, tornando-se naturalmente transversal a todo o currículo.