Dissertations / Theses on the topic 'Computational thinking education'
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Grgurina, Nataša. "Computational thinking in Dutch secondary education." Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6455/.
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We shall examine the Pedagogical Content Knowledge (PCK) of Computer Science (CS) teachers concerning students’ Computational Thinking (CT) problem solving skills within the context of a CS course in Dutch secondary education and thus obtain an operational definition of CT and ascertain appropriate teaching methodology. Next we shall develop an instrument to assess students’ CT and design a curriculum intervention geared toward teaching and improving students’ CT problem solving skills and competences. As a result, this research will yield an operational definition of CT, knowledge about CT PCK, a CT assessment instrument and teaching materials and accompanying teacher instructions. It shall contribute to CS teacher education, development of CT education and to education in other (STEM) subjects where CT plays a supporting role, both nationally and internationally.
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Kolodziej, MIchael. "Computational Thinking in Curriculum for Higher Education." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10285666.
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Computational Thinking continues to gain popularity and traction within conversations about curriculum development for the 21st century, but little exists in the literature to guide the inclusion of Computational Thinking into curriculum outside of K12. This Delphi study seeks to fill part of the gap in the literature and instantiate conversation in the Higher Education community about the importance of CT as a topic, and how it may be approached formally in curriculum development.
Over 3 rounds of Delphi panel deliberation, several interesting and informative themes emerged related to issues of domain expertise, interdisciplinary collaboration, and ensurance of quality and integrity of computational knowledge, attitudes and practices through curricular initiatives. Additionally, potential solutions and vehicles for delivering strong outcomes are identified and discussed, through the lens of Landscapes of Practice (Wenger, 2014).
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Prottsman, Christie Lee Lili. "Computational Thinking and Women in Computer Science." Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/11485.
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x, 40 p. : col. ill.Though the first computer programmers were female, women currently make up only a quarter of the computing industry. This lack of diversity jeopardizes technical innovation, creativity and profitability. As demand for talented computing professionals grows, both academia and industry are seeking ways to reach out to groups of individuals who are underrepresented in computer science, the largest of which is women. Women are most likely to succeed in computer science when they are introduced to computing concepts as children and are exposed over a long period of time. In this paper I show that computational thinking (the art of abstraction and automation) can be introduced earlier than has been demonstrated before. Building on ideas being developed for the state of California, I have created an entertaining and engaging educational software prototype that makes primary concepts accessible down to the third grade level.
Committee in charge: Michal Young, Chairperson; Joanna Goode, Member
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Weese, Joshua Levi. "Bringing computational thinking to K-12 and higher education." Diss., Kansas State University, 2017. http://hdl.handle.net/2097/35430.
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Doctor of PhilosophyDepartment of Computer Science
William H. Hsu
Since the introduction of new curriculum standards at K-12 schools, computational thinking has become a major research area. Creating and delivering content to enhance these skills, as well as evaluation, remain open problems. This work describes different interventions based on the Scratch programming language aimed toward improving student self-efficacy in computer science and computational thinking. These interventions were applied at a STEM outreach program for 5th-9th grade students. Previous experience in STEM-related activities and subjects, as well as student self-efficacy, were surveyed using a developed pre- and post-survey. The impact of these interventions on student performance and confidence, as well as the validity of the instrument are discussed. To complement attitude surveys, a translation of Scratch to Blockly is proposed. This will record student programming behaviors for quantitative analysis of computational thinking in support of student self-efficacy. Outreach work with Kansas Starbase, as well as the Girl Scouts of the USA, is also described and evaluated. A key goal for computational thinking in the past 10 years has been to bring computer science to other disciplines. To test the gap from computer science to STEM, computational thinking exercises were embedded in an electromagnetic fields course. Integrating computation into theory courses in physics has been a curricular need, yet there are many difficulties and obstacles to overcome in integrating with existing curricula and programs. Recommendations from this experimental study are given towards integrating CT into physics a reality. As part of a continuing collaboration with physics, a comprehensive system for automated extraction of assessment data for descriptive analytics and visualization is also described.
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Smith, Kimberly S. M. (Kimberly Ann) Massachusetts Institute of Technology. "New materials for teaching computational thinking in early childhood education." Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/112546.
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Thesis: S.M., Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2017.Cataloged from PDF version of thesis. Page 104 blank.
Includes bibliographical references (pages 100-103).
The need for computer science education is greater than ever. There are currently over 500,000 unfilled computer science jobs in the United States and many schools do not teach computer science in their classrooms. Computers are powerful tools, and computational thinking-skills of problem-solving, logic, and abstraction that form the foundation of computer science-can be applied across other disciplines. Many current approaches to computer science education use computer screens. Though computer science education is important and effective from a young age, the American Academy of Pediatrics recommends we limit screen time in children; and research shows that excessive screen time is detrimental for a child's development. A 2006 research study by Angeline Lillard published in Science showed that Montessori students scored higher on academic, cognitive, social, and behavioral tests than students in a traditional elementary school setting. The Montessori Method is characterized by mixed-age classrooms, child-driven learning, and a series of sensorial, physical materials. Developed nearly 100 years ago by Dr. Maria Montessori, the Montessori curriculum does not explicitly include computer science in its curriculum. This research examines the Montessori Method as a way to teach computer science for early childhood education. Interpreting and extending Dr. Montessori's original pedagogy, I have developed a curriculum with new learning materials for young children that breaks down the fundamentals of computational thinking into a set of discrete concepts that are expressed in tactile, hands-on ways. This research evaluates this approach through direct observation and teacher feedback; and suggests the potential for this Method as an effective approach to teach computational concepts to young children.
by Kimberly Smith.
S.M.
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Moran, Renee Rice, Laura Robertson, Chih-Che Tai, Karin Keith, Jamie Price, Lori T. Meier, and Huili Hong. "Preparing Pre-Service Teachers for the Future: Computational Thinking as a Scaffold for Critical Thinking." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5881.
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Book Summary: As technology continues to develop and prove its importance in modern society, certain professions are acclimating. Aspects such as computer science and computational thinking are becoming essential areas of study. Implementing these subject areas into teaching practices is necessary for younger generations to adapt to the developing world. There is a critical need to examine the pedagogical implications of these technological skills and implement them into the global curriculum. The Handbook of Research on Integrating Computer Science and Computational Thinking in K-12 Education is a collection of innovative research on the methods and applications of computer science curriculum development within primary and secondary education. While highlighting topics including pedagogical implications, comprehensive techniques, and teacher preparation models, this book is ideally designed for teachers, IT consultants, curriculum developers, instructional designers, educational software developers, higher education faculty, administrators, policymakers, researchers, and graduate students.
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Woods, Charles. "Discourse Indicative of Computational Thinking within a Virtual Community." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1703290/.
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This study explores the phenomenon of computational thinking indicated by the use of Bloom's taxonomy's cognitive domain verbs in the Scratch community, the online, collaborative environment for the Scratch Visual Programming Language (VPL). A corpus of 660,984 words from three Scratch community sub-forums provide the data for this study. By semantically aligning cognitive domain verbs of Bloom's revised taxonomy to computational thinking (CT) dimensions, the occurrences of the verbs in Scratch community sub-forums are used to indicate instances of computational thinking. The methodology utilizes qualitative coding and analysis with R® and RStudio®. The findings show language attributes such as expressions of imagination, sharing of creative details, collaborative development ideas, teaching, modeling, innovating, solutions focused, and technical support to be indicative of computational thinking and CT dimensions. The computational thinking dimension referred to as computational perspectives occurs most frequently within Scratch community participant discourse. The environmental factors found to contribute to computational thinking and the CT dimensions are supporting tools, personalized learning, supportive organizational culture, social learning, and organizational support. Common among the three computational dimensions is the contributing environmental factor described as supportive organizational culture, with the computational perspectives dimension prevailing among the corpora. The characteristics of computational perspectives and supportive organizational culture suggest a desire for human connection in the attainment of technological skills and knowledge.
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Pitkänen, K. (Kati). "Learning computational thinking and 21st century skills in the context of Fab Lab." Bachelor's thesis, University of Oulu, 2017. http://urn.fi/URN:NBN:fi:oulu-201706012320.
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The increasingly automated world has made humans more and more passive consumers. Students are great at using technologies but are not able to design and create artifacts by using technologies. At the same time, programming and computational thinking skills are seen ever more important in society and working life. The new National Core Curriculum for Basic Education in Finland focuses on future skills. It emphasizes pupils’ participation and responsibility of their schoolwork. It aims to regenerate work methods and learning environments used in basic education by using technologies and seeking new inspiring learning environments outside the classroom. The curriculum involves opportunities for pupils to develop their information and communication technology skills in all subjects, where also programming has been integrated as part of the objectives. It aims to respond to the requirements of study, working life, and active citizenship by focusing on to develop students’ transversal competences for commanding and combining different knowledge and skills. The aim of this study is to investigate in theory, how can computational thinking and twenty-first century skills be learnt in the context of maker culture. The study is conducted by a literature review on the maker culture approach in education to see, if there is a possibility to learn these skills in maker activities in the context of Fab Lab Oulu, Finland, which has potential to be new student-centered and technology-enhanced learning environment for schools in Oulu area. The study forms an understanding of growing maker culture phenomenon in education to realize its potential when considering to integrate making into formal education. It indicates differences between two similar but slightly different concepts, maker culture and maker movement, to notice that at first there was a maker culture philosophy, which has been later started to foster by a social movement called maker movement. Then, the study explores the historical and theoretical base of learning by doing and making to understand the roots and nature of maker culture. The study investigates what can maker culture give for education and how can digital fabrication learning activities in the context of Fab Lab Oulu foster and inspire learning computational thinking and 21st century skills. It presents how making cannot only bring about interest in science, technology, engineering and math subjects but also make students understand and connect their knowledge to the world around them. In Fab Lab, they can involve theory to practice, and experience project-based and collaborative learning, for solving meaningful challenges. To boot, they can find how are they able to design and build tangible artifacts and make their ideas become true and thus, be active producers.
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Kim, Victoria Herbst. "Development of an e-Textile Debugging Module to Increase Computational Thinking among Graduate Education Students." Thesis, Pepperdine University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13813742.
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The increased presence of technology in all aspects of daily life makes computational thinking a necessary skill. Predictions say that the rising need for computational thinkers will be unmet by computer science graduates. An e-textile learning module, based on principles of constructionism, was designed as a method to develop computational thinking skills and encourage interest and confidence in the computing fields in both male and female graduate education students. The module leveraged the affordances of the LilyPad Arduino, a technology that allows for the creation of projects that integrate textiles and electronics without soldering. The creation of the learning module relied on design-based research methodologies and followed the use-modify-create principle for the included activities. Multiple data sources were analyzed using The Computational Thinking Rubric for Examining Students’ Project Work to examine artifacts and interactions for indications of computational thinking concepts, practices, and perspectives. Students participated in debugging activities and created their own projects as part of the learning module. Analysis of the learning module activities showed students using computational thinking concepts, engaged in computational thinking practices, and exhibiting computational thinking perspectives. During the coding process, several new computational thinking concepts, practices, and perspectives emerged. There was evidence of both an increase and decrease in confidence among the student participants. Improvements for the next iteration of the learning module were presented and the implications for the study of computational thinking explored. The study helps contradict the shrinking pipeline metaphor by showing that it is possible to encourage interest in computation in university students, not just middle-school students.
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Liebe, Christine Lynn. "An Examination of Abstraction in K-12 Computer Science Education." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6728.
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Computer scientists have been working towards a common definition of abstraction; however, the instruction and assessment of abstraction remain categorically underresearched. Because abstraction is often cited as a component of computational thinking, abstraction has been summarily likened to a higher order thinking skill. A broad conceptual framework including philosophy, psychology, constructionism, and computational thinking was aligned with the descriptive qualitative design and guided the literature review and data analysis. This qualitative examination of how teachers determine curriculum, deliver instruction, and design assessments in K-12 computer science education provides insight into best practices and variables for future quantitative study. The instructional strategies, objectives, and assessments of twelve K-12 computer science teachers from 3 states were examined in this descriptive qualitative examination of instruction using thematic coding analysis. The majority of teachers had little to no professional development regarding teaching abstraction. All teachers in the study were unsure what student abstraction abilities should be according to grade level. Teachers' understanding of abstraction ranged from very little knowledge to very knowledgeable. The majority of teachers did not actively assess abstraction. Teachers described successfully teaching abstraction through multiple instructional practices and spiraling curriculum. Practical descriptive insights illuminate additional variables to research the instruction of abstraction qualitatively and quantitatively, as well as provide anecdotal instructional successes.
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Selby, Cynthia Collins. "How can the teaching of programming be used to enhance computational thinking skills?" Thesis, University of Southampton, 2014. https://eprints.soton.ac.uk/366256/.
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The use of the term computational thinking, introduced in 2006 by Jeanette Wing, is having repercussions in the field of education. The term brings into sharp focus the concept of thinking about problems in a way that can lead to solutions that may be implemented in a computing device. Implementation of these solutions may involve the use of programming languages. This study explores ways in which programming can be employed as a tool to teach computational thinking and problem solving. Data is collected from teachers, academics, and professionals, purposively selected because of their knowledge of the topics of problem solving, computational thinking, or the teaching of programming. This data is analysed following a grounded theory approach. A Computational Thinking Taxonomy is developed. The relationships between cognitive processes, the pedagogy of programming, and the perceived levels of difficulty of computational thinking skills are illustrated by a model. Specifically, a definition for computational thinking is presented. The skills identified are mapped to Bloom’s Taxonomy: Cognitive Domain. This mapping concentrates computational skills at the application, analysis, synthesis, and evaluation levels. Analysis of the data indicates that the less difficult computational thinking skills for beginner programmers are generalisation, evaluation, and algorithm design. Abstraction of functionality is less difficult than abstraction of data, but both are perceived as difficult. The most difficult computational thinking skill is reported as decomposition. This ordering of difficulty for learners is a reversal of the cognitive complexity predicted by Bloom’s model. The plausibility of this inconsistency is explored. The taxonomy, model, and the other results of this study may be used by educators to focus learning onto the computational thinking skills acquired by the learners, while using programming as a tool. They may also be employed in the design of curriculum subjects, such as ICT, computing, or computer science.
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Brackmann, Christian Puhlmann. "Desenvolvimento do pensamento computacional através de atividades desplugadas na educação básica." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/172208.
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Computadores impactam em quase todos os aspectos de nossas vidas, porém as escolas não conseguem acompanhar esse caminho sem volta. A simples utilização massiva de aparatos tecnológicos na sala de aula não garante a melhoria do ensino, porém pode ser o meio pelo qual os estudantes encontram alternativas para a solução de problemas complexos. O Pensamento Computacional é uma abordagem de ensino que usa diversas técnicas oriundas da Ciência da Computação e vem gerando um novo foco educacional no quesito inovação nas escolas mundiais como um conjunto de competências de solução de problemas que devem ser compreendidos por uma nova geração de estudantes em conjunto com as novas competências do século 21 (i.e., pensamento crítico, colaboração, etc.). Até o momento, não há um consenso de metodologia de ensino e disponibilidade de material para atender as expectativas dos professores. Para auxiliar sanar essa incerteza, esta pesquisa tem como objetivo a verificação da possibilidade de desenvolver o Pensamento Computacional na Educação Básica utilizando exclusivamente atividades desplugadas (sem o uso de computadores) em estudantes da educação primária para que crianças em regiões/escolas onde não há computadores/dispositivos eletrônicos, Internet e até mesmo energia elétrica também possam se beneficiar desse método. Os resultados obtidos através de uma abordagem Quase-Experimental em escolas Espanholas e Brasileiras, apresentam dados estatísticos que apontam uma melhoria significativa no desempenho dos estudantes que tiveram atividades de Pensamento Computacional Desplugado em ambos os países.Computational thinking is nowadays being widely adopted and investigated. Educators and researchers are using two main approaches to teach these skills in schools: with computer programming exercises, and with unplugged activities that do not require the use of digital devices or any kind of specific hardware. While the former is the mainstream approach, the latter is especially important for schools that do not count with proper technology resources, Internet connections or even electrical power. However, there is a lack of investigations that prove the effectiveness of the unplugged activities in the development of computational thinking skills, particularly in primary schools. This paper, which summarizes a quasi-experiment carried out in two primary schools in Spain and Brazil, tries to shed some light on this regard. The results show that students in the experimental groups, who took part in the unplugged activities, enhanced their computational thinking skills significantly more than their peers in the control groups who did not participate during the classes, proving that the unplugged approach is effective for the development of this ability.
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Nivens, Ryan A. "The Growing Role of Computing, Computer Science, and Computational Thinking in K-12." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4738.
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Burke, Lauren. "Computer Science Education at The Claremont Colleges: The Building of an Intuition." Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/scripps_theses/875.
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In this thesis, I discuss how the undergraduate computer scientist is trained, and how they learn what I am calling computational intuition. Computational intuition describes the methodology in which computer scientists approach their problems and solve them through the use of computers. Computational intuition is a series of skills and a way of thinking or approaching problems that students learn throughout their education. The main way that computational intuition is taught to students is through the experience they gain as they work on homework and classwork problems. To develop computational intuition, students learn explicit knowledge and techniques as well as knowledge that is tacit and harder to teach within the lectures of a classroom environment. Computational intuition includes concepts that professors and students discuss which include “computer science intuition,” “computational thinking,” general problem solving skills or heuristics, and trained judgement. This way of learning is often social, and I draw on the pedagogy of cognitive apprenticeship to understand the interactions between the professors, tutors, and other students help learners gain an understanding of the “computer science intuition.” It is this method of thinking that computer scientists at the Claremont Colleges have stated as being one of the most essential items that should be taught and gained throughout their education and signals a wider understanding of computer science as a field.
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Alfayez, Abdulaziz Abdullah A. "Exploring the Level of Conceptual Mastery in Computational Thinking Among Male Computer Science Teachers at Public Secondary Schools in Saudi Arabia." University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1538656498846648.
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Leifheit, Luzia [Verfasser]. "The Role of Self-Concept and Motivation Within the "Computational Thinking" Approach to Early Computer Science Education / Luzia Leifheit." Tübingen : Universitätsbibliothek Tübingen, 2021. http://d-nb.info/1231790725/34.
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Ortiz, Cory J. "An Experimental Comparison of Student Motivation Between Two Computational Thinking-Based STEM Activities: Vex-Based Automation and Robotics and a Quadcopter Activity." DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/7193.
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The purpose of this study was to compare student motivation between two junior high level computational thinking based STEM curricular activities. These two activities were a newly developed quadcopter based curriculum and a VEX based curricular activity developed for Project Lead the Way’s Gateway to Technology – Automation and Robotics course. Student motivation was assessed using an assessment called My Class Activities which broke motivation into four constructs: interest, challenge, choice, and enjoyment.
This study assessed students in three schools in a northern Utah school district. Students were assessed after receiving each curriculum. Assessment responses were then coded and analyzed. The results of this study suggested that though the junior high VEX curriculum was more challenging and offered students more choice than the quadcopter curriculum, the teacher delivering the curriculum had more to do with student motivation.
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Banks, Gatenby Amanda. "Developing perspectives of knowledgeability through a pedagogy of expressibility with the Raspberry Pi." Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/developing-perspectives-of-knowledgeability-through-a-pedagogy-of-expressibility-with-the-raspberry-pi(246a7889-d2a5-41ad-bd15-e04c0f36b529).html.
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The curriculum for ICT in UK schools was discontinued in September 2012 and replaced by a 'rebranded' subject of Computing, divided into three sub domains: Computer Science; Information Technology; and digital literacy. The latter was positioned as basic technical skills. There were concerns in the education community that the new curriculum promoted programming and computer science topics to the detriment of digital literacy and applied uses of technology. Much of the Computing education literature perpetuates the hegemony of the logical and abstract, and implies computational thinking and rationality are synonymous with criticality. During the same period, a maker culture was growing rapidly in the UK, and discourses around these activities promoted an entirely different notion of digital literacy, aligned with the wide body of literacy literature that focuses on notions of empowerment and criticality rather than basic functional skills. A digital maker tool called the Raspberry Pi was released with the intention of supporting the development of computer science and digital making competence, and thus sat at the boundary of the academic and maker communities. This thesis argues that developing 'criticality' is a vital component of Computing education and explores how learning activities with the Raspberry Pi might support development of 'criticality'. In setting the scene for the investigation, I will first explore the notions underpinning discourse around both computational and critical thinking and digital literacy, suggesting that the frictions would be best overcome by abandoning abstract constructs of knowledge and assumptions that it is possible to separate theory and practice. I show how the term 'critical' is itself problematic in the literature and I look to Wenger's social theory of learning to avoid the individualistic limits of Papert's constructionism, a popular learning theory in Computing education. Wenger's constructs of knowledgeability and competence help tell a different story of what it means to be a learner of the practice of Computing, both in learning for academic purposes and with intentions towards becoming a practitioner. In concert with learning citizenship, these constructs offer a more ethical framing of 'criticality'. Informed by this theoretical position, I suggest an original, exploratory implementation of Q methodology to explore learning with technology in school settings. I qualitatively compare 'before' and 'after' Q studies that represent perspectives at the individual and collective level, with reference to observations of classroom learning. The methodology facilitates a nuanced and complex investigation and the findings of the project suggest that where pupils are already predisposed to the subject, working with the Raspberry Pi develops a broader knowledgeability, but where there is no such predisposition, a pedagogy of expressibility influences how participation in Raspberry Pi learning activities may impact knowledgeability.
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Marshall, Smith Shannon. "A comparison of computer-based and robotic programming instruction: Impact of Scratch versus Cozmoon middle school students' computational thinking, spatial skills, competency beliefs, and engagement." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1563504114667862.
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Silva, Leonardo Cintra Lopes da. "A relação do pensamento computacional com o ensino de matemática na educação básica /." São José do Rio Preto, 2019. http://hdl.handle.net/11449/191251.
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Orientador: Ronaldo Celso Messias CorreiaResumo: Diversas pesquisas vêm sendo realizadas para o desenvolvimento de metodologias com o objetivo de melhorar o desempenho dos alunos na disciplina de matemática em avaliações internas e externas. Dentre as pesquisas, o uso da computação tem sido destacado. A computação evoluiu muito de acordo com a necessidade de resolver problemas, sendo a matemática uma disciplina que trabalha com a resolução destes, existe uma relação entre estas duas áreas. Motivado pela relação existente entre essas áreas do saber, este trabalho apresenta de forma detalhada a correlação entre as habilidades do Pensamento Computacional com base no currículo apontado pela SBC, com a disciplina de Matemática, conforme as habilidades explicitadas na BNCC. As conexões entre as duas áreas foram expostas na forma de uma organização sistemática apontando quais as habilidades matemáticas estão ligadas a cada conceito do Pensamento Computacional, e para cada habilidade relacionada foi proposta uma ou mais atividades com o objetivo de nortear o trabalho do professor em sala ao inserir o Pensamento Computacional em sua didática. As atividades sugeridas foram classificadas com relação ao seu nível cognitivo, de acordo com o método de classificação da Taxonomia de Bloom. Os resultados Sistematização proposta da relação entre a Matemática e o Pensamento Computacional norteará educadores e escolas na formulação de seus currículos, sendo um referencial, que aponta em quais habilidades da BNCC é possível inserir habilidades ... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: Several studies have been conducted to develops methodologies in order to improve students’ performance in internal and external mathematics subject. Among these researched methods, the use of computation is highlighted. Computation has developed considerably due to the necessity of problem solving and Mathematics is a subject in which functions as a problem solver. Therefore, there is a relation between these areas. Inspired by that, this paper presents the detailed affinity between the Computational Thinking (CT) skills – based on the curriculum elaborated by the SBC – and the Mathematics subject – as presented in the BNCC. The relations between the two areas were explained systematically by presenting which Mathematical skill is connected to which concept of the Computational Thinking, and to each related skill, one or more activities were suggested with the purpose of guiding the teacher’s work in the classroom by inserting Computational Thinking in his didactics. The suggested activities were classified by its cognitive levels according to Bloom’s Taxonomy. The systematization result of the relationship between both areas will help teachers and schools in their curriculum's formulation, being it a source that indicates in which skills from the BNCC is possible to add skills from the CT.
Mestre
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Rosado, Nuno Fernando Franco. "Estratégias de aprendizagem da programação na educação básica e secundária: um estudo exploratório com recurso ao método de "pair programming"." Master's thesis, Universidade de Évora, 2020. http://hdl.handle.net/10174/30146.
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O presente relatório surge no âmbito da Prática de Ensino Supervisionada do curso de Mestrado em Ensino de Informática da Universidade de Évora e foi realizado na escola Secundária/3 Rainha Santa Isabel.
A programação continua a ser vista como algo complexo e inatingível para a maioria das pessoas. Além disso, os docentes têm evidenciado algumas dificuldades no ensino da mesma, devido à escolha incorreta do método de ensino e à falta de capacidade para integrar os conceitos do pensamento computacional na sua planificação.
No que concerne à investigação quase experimental, foi possível observar que a Programação por Pares aparentemente não tem impacto na confiança, na satisfação e no valor social atribuído nos alunos participantes.
Por outro lado, em relação ao conhecimento do conteúdo, os resultados parecem mais animadores devido a um conjunto de fatores que não foi possível controlar, e por isso, colocamos naturalmente algumas reservas; Learning strategies of programming in primary and secondary education: An exploratory study using the method of "pair programming"
Abstract:
This report comes as a result of the Supervised Teaching Practice, a part of the Masters course of Computer Science Teaching from Évora University, at Secondary School/3 Rainha Santa Isabel, Estremoz.
Programming is still seen as something complex and unattainable by most people. Besides, teachers have also shown some difficulties in teaching programming, due to an incorrect choice of teaching methods and lack of ability to integrate the concepts of computational thinking in their teaching plans.
As far as this almost experimental investigation is concerned, it was possible to observe that Peer Programming has no visible impact in the confidence, satisfaction and social value of participating students.
On the other hand, the results about the knowledge of the contents seem more encouraging due to a set of factors impossible to control, and that is why we have some reservations about them.
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Bart, Austin Cory. "Motivating Introductory Computing Students with Pedagogical Datasets." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/77585.
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Computing courses struggle to retain introductory students, especially as learner demographics have expanded to include more diverse majors, backgrounds, and career interests. Motivational contexts for these courses must extend beyond short-term interest to empower students and connect to learners' long-term goals, while maintaining a scaffolded experience. To solve ongoing problems such as student retention, methods should be explored that can engage and motivate students.
I propose Data Science as an introductory context that can appeal to a wide range of learners. To test this hypothesis, my work uses two educational theories — the MUSIC Model of Academic Motivation and Situated Learning Theory — to evaluate different components of a student's learning experience for their contribution to the student's motivation. I analyze existing contexts that are used in introductory computing courses, such as game design and media computation, and their limitations in regard to educational theories. I also review how Data Science has been used as a context, and its associated affordances and barriers.
Next, I describe two research projects that make it simple to integrate Data Science into introductory classes. The first project, RealTimeWeb, was a prototypical exploration of how real-time web APIs could be scaffolded into introductory projects and problems. RealTimeWeb evolved into the CORGIS Project, an extensible framework populated by a diverse collection of freely available "Pedagogical Datasets" designed specifically for novices. These datasets are available in easy-to-use libraries for multiple languages, various file formats, and also through accessible web-based tools. While developing these datasets, I identified and systematized a number of design issues, opportunities, and concepts involved in the preparation of Pedagogical Datasets.
With the completed technology, I staged a number of interventions to evaluate Data Science as an introductory context and to better understand the relationship between student motivation and course outcomes. I present findings that show evidence for the potential of a Data Science context to motivate learners. While I found evidence that the course content naturally has a stronger influence on course outcomes, the course context is a valuable component of the course's learning experience.Ph. D.
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Rôlo, Elsa de Fátima Velez Severo. "Contributo da programação para o desenvolvimento do pensamento computacional em alunos do 1º ciclo do ensino básico: Um estudo de caso no Agrupamento de Escolas de Borba." Master's thesis, Universidade de Évora, 2021. http://hdl.handle.net/10174/29312.
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O pensamento computacional é uma abordagem para a resolução de problemas, conceção de sistemas e compreensão do comportamento humano que se baseia em conceitos fundamentais das Ciências da Computação e que se aplica nas ciências, no trabalho e na vida quotidiana. Esta definição de Jeannette Wing, em 2006, foi a propulsora da atual mobilização de educadores, entidades profissionais, empresas e pesquisadores das Ciências da Computação interessados em colocar em prática o desafio de ensinar a pensar computacionalmente. O crescente consenso sobre a importância do tema tem aproximado entidades distintas com o intuito de desenvolver metodologias e ferramentas adequadas para o desenvolvimento do pensamento computacional em contextos de aprendizagem formais e informais.
As diferentes iniciativas partilham um conjunto de softwares de programação, jogos digitais e kits robóticos. Estudos diversos têm sido conduzidos para avaliar as potencialidades pedagógicas dessas ferramentas, onde se insere o software Kodu Game Lab, que permite qualquer criança/jovem construir o seu próprio jogo. A presente dissertação apresenta um estudo de caso realizado tendo em conta os objetivos transversais do currículo do 1º Ciclo do Ensino Básico e o desenvolvimento do Pensamento Computacional. O software utilizado é o KODU Game Lab, que se caracteriza por ser uma linguagem de programação visual e que conta com um ambiente de programação simples e intuitivo. A investigação permitiu observar, que através da aprendizagem da programação visual e em particular com recurso ao software Kodu Game Lab, os alunos reforçaram competências cognitivas, sociais e atitudinais, tais como: dialogar e trabalhar de forma colaborativa, construir um jogo a partir de uma história (storyline), programar os personagens (automação), executar e avaliar o seu jogo (análise e depuração de erros) e raciocínio lógico; Abstract:
Contributions of programming to the development of computational thinking in students of the 1st cycle of Basic Education. A Case Study in the Borba School Grouping
The Computational Thinking is an approach to solving problems, designing systems, and understanding human behavior that is based on the fundamental concepts of computer Science, and applied sciences both at work and in their daily lives. This is the setting for Jeannette Wing in 2006, and has been the driving force of the current, the mobilization of teachers, professional bodies, corporations, and researchers of computer Science who are interested in putting it into practice is the challenge-to teach you to think computationally. The growing consensus on the importance of this issue has been bringing different bodies, with the aim of developing methodologies and tools for the development of Computational Thinking in the context of learning, both formal and informal.
The initiatives share a common set of software programming, computer games, and robotic kits. Various studies have been conducted in order to evaluate the didactic potential of these tools, which includes software, Kodu Game Lab, which allows any child to build his own.
This dissertation presents a Case Study carried out, taking into account the learning objectives across the curriculum in the 1st Cycle of Basic Education and the development of Computational Thinking. The software used was KODU Game Lab which is a programming language that is visual, and that it has a programming environment simple and intuitive to use. We were able to observe through the learning of visual programming (Kodu Game Lab), students will have reinforced cognitive, social and attitudinal skills such as: sharing and working in a collaborative manner, to build the game around a story (the storyline), and plan out the characters (automation), carry out and evaluate your play (analysis and purification) and logic reasoning.
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Gehrisch, Johan, and Törnwall Anna Ellerstrand. ""Jag blir blir varm i hjärtat när jag ser ett annat barn lära ut"." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29060.
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The constant growth of technology in our world is changing the way of life all around us.We now have self-driving cars that are programmed by us to drive so we don't have to.The fact that most of us can't go a day without using something that is programmed orengineered to suit our needs is the way of life for kids nowadays. In this essay we havechosen to study programming in a preschool context.The Swedish government is planning to implement a new curriculum in 2018 that will bemore focused on digital knowledge. There is very little historical research on whatknowledge and skills children acquire and develop when they work with programmingso we wanted to do research on this subject. We have interviewed preschool teachers insouthern Sweden and created an activity where we studied preschool children playingwith programming tools in a social context to gather data on the subject. We haveanalyzed and interpreted our data with the help of Lev Vygotsky's sociocultural theory.Our results showed that all of the teachers thought programming was a good tool to workwith in preschool and gave us examples of benefits from working with programming.Most of them talked about learning through social interaction and said that the childrendeveloped better mathematical skills, social skills, problem solving skills andcomputational thinking. In our modern world, where our contact with technology isconstantly growing, research shows that having an early understanding of basicprogramming and the digital world will be highly beneficial in the future.
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Browning, Samuel Frank. "Using Dr. Scratch as a Formative Feedback Tool to Assess Computational Thinking." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6659.
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Scratch is one of the most popular ways to teach younger children to code in K–8 throughout the U.S. and Europe. Despite its popularity, Scratch lacks a formative feedback tool to inform students and teachers of a student's progress in coding ability. Dr. Scratch was built to fill this need. This study seeks to answer if using Dr. Scratch as a formative feedback tool accelerates the students' progress in coding ability and Computational Thinking (CT). Forty-one 4th-6th grade students participated in a 1-hour/week Scratch workshop for nine weeks. We measured pre- and posttest results of the Computational Thinking Test (CTt) between control (n = 18) and treatment groups (n = 23) using three methods: propensity score matching (treatment = .575; control = .607; p = .696), information maximum likelihood technique (treatment effect = -.09; p = .006), and multiple linear regression. Both groups demonstrated significant increased posttest scores over their pretest (treatment = +8.31%; control = +5.43%), though which group improved the most varied depending on which test was run. We discuss the implications of using Dr. Scratch as a formative feedback tool and recommend further research on the use of such tools in elementary coding experiences.
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Morais, Anuar Daian de. "O desenvolvimento do raciocínio condicional a partir do uso de teste no squeak etoys." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2016. http://hdl.handle.net/10183/164383.
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A presente tese apresenta uma investigação acerca do desenvolvimento do raciocínio condicional, considerado um componente chave do pensamento lógico-dedutivo, em crianças e adolescentes que participaram de uma experiência de programação com o software Squeak Etoys. O desenvolvimento do raciocínio condicional é classificado em etapas relacionadas à composição e reversão de transformações que operam sobre a implicação, culminando com a plena reversibilidade que corresponde, na teoria piagetiana, à construção e mobilização do grupo de transformações INRC (Identidade, Negação, Recíproca, Correlativa). Tais etapas são identificadas a partir de entrevistas realizadas segundo o método clínico piagetiano, através da aplicação de três desafios de programação com complexidade crescente, cuja solução envolvia o uso da operação lógica da implicação. As entrevistas foram realizadas com oito crianças, com idades entre 10 e 16 anos, que cursavam as séries finais do Ensino Fundamental de duas escolas públicas. Com base nos dados, a análise revela a importância do pensamento combinatório, que permite aos adolescentes testarem, sistematicamente, todas as possibilidades de ordenamento e inclusão dos comandos sugeridos, e a obterem as conclusões lógicas adequadas, enquanto que as crianças mais novas não obtém o mesmo êxito. Além disso, na tese é realizada uma discussão sobre a inclusão da escola numa cultura digital sob uma perspectiva construtivista de construção do conhecimento. Nesse contexto, a metodologia de projetos de aprendizagem foi apresentada como sendo adequada e o software Squeak Etoys despontou como uma possibilidade interessante de se desenvolver projetos e de promover a aprendizagem de matemática. Por último, neste trabalho também é realizado um debate sobre a importância de se aprender a programar na escola.The present thesis presents an investigation into the development of conditional reasoning, considered a key component of logical-deductive thinking, in children and adolescents who participated in a programming experience with the software Squeak Etoys. The development of conditional reasoning is classified into stages related to the composition and reversal of transformations that operate on the implication, culminating in the full reversibility that corresponds, in Piaget’s theory, to the construction and mobilization of the Transformations INRC (Identity, Negation, Reciprocity and Correlation). These steps are identified from interviews conducted according to Piaget’s clinical method, through the application of three programming challenges with increasing complexity, whose solution involved the use of the logical operation of the implication. The interviews were conducted with eight children aged 10-16, who attended the final series of the Elementary School of two public schools. Based on the data, the analysis revealed the importance of combining thinking, which allows teenagers to systematically test all the possibilities for ordering and inclusion of the suggested commands, and to obtain the appropriate logical conclusions, while younger children do not achieve the same results. Moreover, in the thesis a discussion is conducted on the inclusion of the school in a digital culture under a constructivist perspective of building knowledge. In this context, the methodology of learning through projects has been presented as being appropriate and the Squeak Etoys software has appeared as an interesting possibility of developing projects and promoting the learning of mathematics. Finally, in this study a debate is also conducted on the importance of learning to plan in the school.
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Lawanto, Kevin N. "Exploring Trends in Middle School Students' Computational Thinking in the Online Scratch Community: a Pilot Study." DigitalCommons@USU, 2016. https://digitalcommons.usu.edu/etd/5072.
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Teaching computational thinking has been a focus of recent efforts to broaden the reach of computer science (CS) education for today’s students who live and work in a world that is heavily influenced by computing principles. Computational thinking (CT) essentially means thinking like a computer scientist by using principles and concepts learned in CS as part of our daily lives. Not only is CT essential for the development of computer applications, but it can also be used to support problem solving across all disciplines. Computational thinking involves solving problems by drawing from skills fundamental to CS such as decomposition, pattern recognition, abstraction, and algorithm design.
The present study examined how Dr. Scratch, a CT assessment tool, functions as an assessment for computational thinking. This study compared strengths and weaknesses of the CT skills of 360 seventh- and eighth-grade students who were engaged in a Scratch programming environment through the use of Dr. Scratch. The data were collected from a publicly available dataset available on the Scratch website. The Mann-Whitney U analysis revealed that there were specific similarities and differences between the seventh- and eighth-grade CT skills. The findings also highlight affordances and constraints of Dr. Scratch as a CT tool and address the challenges of analyzing Scratch projects from young Scratch learners. Recommendations are offered to researchers and educators about how they might use Scratch data to help improve students’ CT skills.
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Carvalho, Felipe José Rezende de. "Introdução à programação de computadores por meio de uma tarefa de modelagem matemática na educação matemática." Universidade Estadual do Oeste do Paraná, 2018. http://tede.unioeste.br/handle/tede/3850.
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Mathematical Modeling is a trend of Mathematics Education that values, among other things, the exploratory work by the students on themes linked to daily life.It creates the possibility of a an interdisciplinary work together with other tendencies, allowing the construction of knowledge in a dynamic way. Our interest is in the area of inquiry that concerns the association of Mathematical Modeling and Digital Technologies of Information and Communication, specifically regarding the possibilities and challenges of allying computer programming to a Mathematical Modeling task. Moved by this interest, we establish the question: What is revealed of a task of Mathematical Modeling, in the environment of computer programming, developed by students of Basic Education? We seek to understand what is shown when we develop a Mathematical Modeling task allied to computer programming and what the possibilities and the challenges are which emerge from this association. This question guided all research, conducted by a qualitative approach according to a phenomenological view. In order to account for our questioning, we constructed a task of Mathematical Modeling that was developed by students of Basic Education of a public school in the interior of the state of Minas Gerais, through programming in blocks, using Scratch software. The development of this task was recorded by filming videos that were watched several times in such a way that, in the light of our research question, we could highlight relevant passages that converged to our question, and, from them, build our units of meaning. After the construction of these units, from repeated readings, we established convergences, which culminated in four categories, namely: C1: On the debates, discussions and talks between students and between students and teachers in the development of the task; C2: On the actions of the students in the context of the Modeling task; C3: On relationships with school mathematics that emerged in the development of the Modeling task; C4: On the ways students viewed the project. These categories, interpreted hermeneutically, allowed us to observe, among other things, that the task of Modeling guided the development of computational thinking through a computer programming activity, strengthening the discussions and reflections on the context involved by the task, opening space to learn-with-another, in a dialogic and dynamic environment built by the synergy of Modeling with computer programming.
El Modelado Matemático es una tendencia de la Educación Matemática que valora, entre otras cosas, el trabajo exploratorio por parte de los alumnos sobre temáticas relacionadas al cotidiano, posibilitando un trabajo interdisciplinar y conjunto con otras tendencias, dando oportunidad a la construcción de conocimientos de manera dinámica. Nuestro interés está en la región de investigaciones en lo que toca a la asociación del Modelado Matemático y las Tecnologías Digitales de la Información y Comunicación, más específicamente en lo relacionado a las posibilidades y retos de unir la programación de ordenadores a una tarea de Modelado Matemático. Movidos por ese interés, establecemos la pregunta: ¿Qué se revela de una tarea de Modelado Matemático, en el ambiente de programación de ordenadores, desarrollada por estudiantes de la Educación Básica? Buscamos comprender qué se enseña cuando desarrollamos una tarea de Modelado Matemático junto a la programación de ordenadores, cuáles son las posibilidades y los retos que emergen de esa asociación. Esa cuestión ha guiado toda la investigación, conducida por un abordaje cualitativo según una visión fenomenológica. Buscando dar cuenta de nuestra pregunta, construimos una tarea de Modelado Matemático que fue desarrollada por estudiantes de la Educación Básica de una escuela pública del interior del estado de Minas Gerais, por medio de programación en bloques, utilizando para ello el software Scratch. El desarrollo de esa tarea ha sido registrado por grabación de videos que han sido asistidos diversas veces de tal modo que pudiéramos, a la luz de nuestra cuestión de investigación, destacar trechos relevantes que convergían para nuestra pregunta, y, a partir de ellos, construir nuestras unidades de significado. Tras la construcción de esas unidades, a partir de repetidas lecturas, hemos establecido convergencias, que han culminado en cuatro categorías, a saber: C1: Sobre los debates, discusiones y tertulias entre alumnos y entre alumnos y profesores en el desarrollo de la tarea; C2: Sobre las acciones de los alumnos en el contexto de la tarea de Modelado; C3: Sobre las relaciones con la matemática escolar que emergieron en el desarrollo de la tarea de Modelado; C4: Sobre los modos que los alumnos han visto el proyecto. Esas categorías, interpretadas hermenéuticamente, permitieron observar, entre otras cosas, que la tarea de Modelado orientado el desarrollo del pensamiento computacional a través de una actividad de programación de ordenadores, potenciando las discusiones y reflexiones sobre el contexto implicado en la tarea, abriendo espacio para aprender-con-otro, en un ambiente dialógico y dinámico construido por la sinergia del Modelado con la programación de ordenadores.
A Modelagem Matemática é uma tendência da Educação Matemática que valoriza, entre outras coisas, o trabalho exploratório por parte dos alunos sobre temáticas ligadas ao cotidiano, possibilitando um trabalho interdisciplinar e conjunto com outras tendências, oportunizando a construção de conhecimentos de maneira dinâmica. Nosso interesse está na região de inquérito que diz respeito à associação da Modelagem Matemática e as Tecnologias Digitais da Informação e Comunicação, mais especificamente no que tange às possibilidades e desafios de aliar a programação de computadores a uma tarefa de Modelagem Matemática. Movidos por esse interesse, estabelecemos a interrogação: O que se revela de uma tarefa de Modelagem Matemática, no ambiente de programação de computadores, desenvolvida por estudantes da Educação Básica? Buscamos compreender o que se mostra quando desenvolvemos uma tarefa de Modelagem Matemática aliada à programação de computadores, quais são as possibilidades e os desafios que emergem dessa associação. Essa interrogação guiou toda a pesquisa, conduzida por uma abordagem qualitativa segundo uma visão fenomenológica. Buscando dar conta de nossa interrogação, construímos uma tarefa de Modelagem Matemática que foi desenvolvida por estudantes da Educação Básica de uma escola pública do interior do estado de Minas Gerais, por meio de programação em blocos, utilizando para isso o software Scratch. O desenvolvimento dessa tarefa foi registrado por gravação de vídeos que foram assistidos diversas vezes de tal modo que pudéssemos, à luz da nossa interrogação de pesquisa, destacar trechos relevantes que convergiam para nossa interrogação, e, a partir deles, construir nossas unidades de significado. Após a construção dessas unidades, a partir de repetidas leituras, estabelecemos convergências, que culminaram em quatro categorias, a saber: C1: Sobre os debates, discussões e falas entre alunos e entre alunos e professores no desenvolvimento da tarefa; C2: Sobre as ações dos alunos no contexto da tarefa de Modelagem; C3: Sobre as relações com a matemática escolar que emergiram no desenvolvimento da tarefa de Modelagem; C4: Sobre os modos que os alunos viram o projeto. Essas categorias, interpretadas hermeneuticamente, permitiram observar, dentre outras coisas, que a tarefa de Modelagem norteou o desenvolvimento do pensamento computacional por meio de uma atividade de programação de computadores, potencializando as discussões e reflexões sobre o contexto envolvido pela tarefa, abrindo espaço para aprender-com-outro, em um ambiente dialógico e dinâmico construído pela sinergia da Modelagem com a programação de computadores.
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Donley, Kevin Scott. "Coding in the Curriculum: Learning Computational Practices and Concepts, Creative Problem Solving Skills, and Academic Content in Ten to Fourteen-Year-Old Children." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/514678.
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Educational PsychologyPh.D.
The fundamentals of computer science are increasingly important to consider as critical educational and occupational competencies, as evidenced by the rapid growth of computing capabilities and the proliferation of the Internet in the 21st century, combined with reimagined national education standards. Despite this technological and social transformation, the general education environment has yet to embrace widespread incorporation of computational concepts within traditional curricular content and instruction. Researchers have posited that exercises in computational thinking can result in gains in other academic areas (Baytak & Land, 2011; Olive, 1991), but their studies aimed at identifying any measurable educational benefits of teaching computational concepts to school age children have often lacked both sufficient experimental control and inclusion of psychometrically sound measures of cognitive abilities and academic achievement (Calao, Moreno-León, Correa, & Robles, 2015). The current study attempted to shed new light on the question of whether using a graphically-based computer coding environment and semi-structured curriculum –the Creative Computing Course in the Scratch programming language –can lead to demonstrable and significant changes in problem solving, creative thinking, and knowledge of computer programming concepts. The study introduced 24 youth in a summer educational program in Philadelphia, PA to the Scratch programming environment through structured lessons and open-ended projects for approximately 25 hours over the course of two weeks. A delayed treatment, control trial design was utilized to measure problem solving ability with a modified version of the Woodcock-Johnson Tests of Cognitive Abilities, Fourth Edition (WJ-IV), Concept Formation subtest, and the Kaufman Tests of Educational Achievement, Third Edition (KTEA-3) Math Concepts and Applications subtest. Creative problem solving was measured using a consensual assessment technique (Amabile, 1982). A pre-test and post-test of programming conceptual knowledge was used to understand how participants’ computational thinking skills influenced their learning. In addition, two questionnaires measuring computer use and the Type-T (Thrill) personality characteristic were given to participants to examine the relationship between risk-taking or differences in children’s usage of computing devices and their problem solving ability and creative thinking skills. There were no differences found among experimental and control groups on problem solving or creative thinking, although a substantial number of factors limited and qualified interpretation of the results. There was also no relationship between performance on a pre-test of computational thinking, and a post-test measuring specific computational thinking skills and curricular content. There were, however, significant, moderate to strong correlations among academic achievement as measured by state standardized test scores, the KTEA-3 Math Concepts and Applications subtest, and both the pre and post Creative Problem Solving test developed for the study. Also, higher levels of the Type T, or thrill-seeking, personality characteristic were associated with lower behavioral reinforcement token computer “chips," but there were no significant relationships among computer use and performance on assessments. The results of the current study supported retention of the null hypothesis, but were limited by small sample size, environmental and motivational issues, and problems with the implementation of the curriculum and selected measures. The results should, therefore, not be taken as conclusive evidence to support the notion that computer programming activities have no impact in other areas of cognitive functioning, mathematic conceptual knowledge, or creative thinking. Instead, the results may help future researchers to further refine their techniques to both deliver effective instruction in the Scratch programming environment, and also target assessments to more accurately measure learning.
Temple University--Theses
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Olofsson, Magnus, and Victor Melinder. "Utvecklas datalogiskt tänkande genom problemlösning i matematik?" Thesis, Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-84922.
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Datalogiskt tänkande (eng. Computational thinking) är ett relativt nytt begrepp som har fått stor uppmärksamhet på senare år. Datalogiskt tänkande handlar om att tänka på problem på ett sådant sätt som gör att datorer kan lösa dem. Flera forskarteam hävdar att datalogiskt tänkande är en färdighet lika fundamental som att läsa, skriva eller räkna i framtidens samhälle.Syftet med denna studie är att undersöka om det går att utveckla datalogiskt tänkande genom problemlösning i matematik. En lektionsserie har genomförts där elever fick arbeta med problemlösning i matematik. Elevernas för- och efterkunskaper i datalogiskt tänkande testades både innan och efter lektionsserien. Studien är ett kvasiexperiment med en kontrollgrupp och experimentgrupp där resultatet från testerna i datalogiskt tänkande har analyserats med det kvantitativa analysprogrammet SPSS.Resultatet från studien visar inte på några förändringar i datalogiskt tänkande mellan kontrollgrupp och experimentgrupp. Den främsta orsaken till detta resultat menar författarna beror på att lektionsserien i problemlösning var för kort. En annan karaktär på de matematiska problem som eleverna arbetade med under lektionsserien hade också möjligen kunnat ge ett annat resultat på studien.
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Mantilla, 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.
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[cat] L'estudi va sorgir entre el 2017 i el 2020 com una proposta didàctica per acompanyar l'alfabetització digital amb estudiants de secundària d'una institució educativa de Colòmbia, incorporant noves tendències en educació com el desenvolupament del pensament computacional i l'aprenentatge basat en problemes, per tal de millorar el rendiment acadèmic. No obstant això, per al 2020 i el 2021 va guanyar molta força com a conseqüència del distanciament social, com a resultat de la pandèmia amb el virus COVID-19 i les seves variants; on la demanda d'estratègies d'ensenyament virtual impulsa el desenvolupament de noves formes de treball i, per tant, el pensament, la tecnologia destaca com un mitjà d'interacció i supervivència davant la nova normalitat. És a dir, el desenvolupament d'un pensament computacional que promou l'alfabetització digital passa d’esser una opció a esser una necessitat. D'aquesta manera, el projecte té com a objectiu promoure el desenvolupament del pensament computacional en els alumnes de secundària de l'escola tècnica Vicente Azuero; basada en una estratègia didàctica des d'un ecosistema digital. Amb aquesta finalitat, es desenvolupa un ecosistema virtual d'aprenentatge amb diferents tecnologies educatives, algunes adaptades i altres com el desenvolupament i implementació de programari educatiu; junts estableixen la simbiosi necessària per a la mediació educativa dissenyada a partir d’una recerca basada en el disseny i l’aprenentatge basat en problemes. Els resultats validen amb el coeficient pearson la relació entre les dimensions del pensament computacional proposat per Brennan i Resnick, el desenvolupament de competències com a habilitat de resolució de problemes i amb t-Student posa a prova la relació directa i positiva de l'ecosistema d'aprenentatge virtual.[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.
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Couto, Gabriel Militello. "Pensamento computacional educacional: ensaio sobre uma perspectiva libertadora." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20378.
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This paper situates it self in the line of research Program of Graduate Studies in Education: Curriculum of the Pontifical Catholic University of São Paulo. It aims to reflect on the approximations between the concept of computational thinking and education in a liberating perspective. In order to do so, it leads to qualitative exploratory research on the subject by the survey of academic production of theses and dissertations produced at the Pontifical Catholic University of São Paulo (PUC-SP) and at State University of Campinas (UNICAMP), seeking the concept in titles, abstracts and keywords of 58,871 works carried out from 1965 to 2016. From this survey and analysis, the concept of “Computational Thinking for Education” is coined in a liberating perspective, based on the reflections on technology discussed in the works of Vieira Pinto and Milton Santos, of the concepts on Computational Thinking with the contributions of authors like Papert and Valente and liberating education, in the perspective given by Freire and Shor. This research concludes that computational thinking is an embryonic concept in the researched universities appearing in only one academic work and that it is not only possible to transpose computational thinking to basic education, but it is also possible to do so in a liberating way
Esse trabalho situa-se na linha de pesquisa Novas tecnologias na Educação do Programa de Pós-Graduação em Educação: Currículo da Pontifícia Universidade Católica de São Paulo. Objetiva refletir sobre as aproximações entre os conceitos de pensamento computacional e de educação em uma perspectiva libertadora. Para tanto, realiza uma pesquisa qualitativa exploratória sobre o tema por meio do levantamento da produção acadêmica de teses e dissertações produzidas no Pontifícia Universidade Católica de São Paulo (PUC-SP) e na Universidade Estadual de Campinas (UNICAMP), buscando o conceito em títulos, resumos e palavras chave de 58.871 trabalhos realizados de 1965 a 2016. A partir deste levantamento e análise, é encetada a tessitura do conceito de “Pensamento computacional educacional”, numa perspectiva libertadora, a partir das reflexões sobre tecnologia debatidas nas obras de Vieira Pinto e Milton Santos, dos conceitos sobre Pensamento Computacional com as contribuições de autores como Papert e Valente, e educação libertadora, na perspectiva dada por Freire e Shor. Esta pesquisa conclui que o pensamento computacional é um conceito embrionário nas universidades pesquisadas, aparecendo em apenas um trabalho acadêmico e que não só é possível fazer a transposição do pensamento computacional para o ensino básico, como também é possível fazê-lo de forma libertadora
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FRANÇA, Rozelma Soares de. "Um modelo para a aprendizagem do pensamento computacional aliado à autorregulação." Universidade Federal de Pernambuco, 2015. https://repositorio.ufpe.br/handle/123456789/17236.
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CAPEs
Cada vez mais é necessário criar cenários de aprendizagem que oportunizem a promoção do pensamento computacional na educação básica, uma vez que tal habilidade pode promover a capacidade de resolução de problemas, além de apoiar e relacionar-se com outras ciências. Atrelado a isto, há a necessidade de engajar os aprendizes em atividades de reflexão durante sua formação em conceitos fundamentais da Computação. Sob a ótica da aprendizagem autorregulada, a reflexão, especificamente a autorreflexão, desempenha um papel primordial no processo de aprendizagem, permitindo que os estudantes avaliem o próprio conhecimento na tentativa de identificar as causas dos seus próprios erros e acertos acadêmicos. Os aprendizes podem realizar essas atividades de reflexão e avaliação da aprendizagem individualmente e em colaboração com seus pares. Neste cenário, um modelo colaborativo, intitulado penC, foi concebido para introduzir práticas de autorregulação no contexto do ensino e da aprendizagem do pensamento computacional no ensino médio. O penC foi construído a partir de um estudo exploratório e avaliado por professores, especialistas em áreas contempladas no modelo. Tal avaliação evidenciou fatores que possivelmente contribuem para a autorregulação e a aprendizagem do pensamento computacional, bem como aqueles que requerem melhorias. Ainda, trouxe implicações para o design de uma ferramenta que implementa o penC. A partir de tais resultados, o modelo foi refinado, implementado e avaliado, por meio de um quasi-experimento, durante um curso de desenvolvimento de jogos digitais que introduziu conceitos de lógica de programação em iniciantes na área. Os resultados obtidos com o estudo experimental evidenciam a contribuição da proposta na formação dos estudantes, tendo impacto positivo sobre a autorregulação e a aprendizagem do pensamento computacional repercutindo, ainda, na jogabilidade de games produzidos durante a formação dos participantes em conceitos introdutórios de programação. Adicionalmente, o professor avaliou positivamente a experiência com o uso do modelo proposto e relatou a percepção de resultados positivos sobre a formação de seus estudantes.
There is an increasing need to create learning environments that enable the promotion of computational thinking in basic education, once this ability can promote the skill of solving problems, besides supporting and relating to other sciences. Linked to this, there is the need to engage learners in reflection activities during their education on fundamental concepts of computer science. From the perspective of self-regulated learning, reflection - especially self-reflection - plays an essential role in the learning process, allowing students to assess their own knowledge as an attempt to identify the causes of their own mistakes and academic achievements. Learners can perform such activities of reflection and evaluation of learning individually and in collaboration with their peers. In this scenario, a collaborative model called penC is designed to introduce self-regulation practices in the context of teaching and learning of computational thinking in high school. The penC was built from an exploratory study and evaluated by teachers, experts in areas included in the model. Such evaluation highlighted factors that possibly contribute to the self-regulation and learning of computational thinking as well as those in need of improvement. It also brought consequences for the design of a tool that implements the penC. From these results, the model was refined, implemented and evaluated, through a quasi-experiment, during a course of development of digital games that introduced concepts of programming logic to beginners of this area. The results obtained with the experimental study demonstrate the contribution of the proposal on the education of students, generating positive impact on self-regulation and learning of computational thinking and also repercussions in playability of games produced during the education on introductory concepts of programming. Moreover, the teacher evaluated the experience with the use of the proposed model as positive and reported the perception of positive results on the education process of the students.
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Chuang, Hui-Chi, and 莊惠淇. "Computational Thinking Curriculum for K-12 Education -- A Delphi Survey." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/55003969649563118318.
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碩士國立臺灣師範大學
資訊教育研究所
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The objective of this study is to design a computational thinking curriculum standard for K-12 education. The Delphi technique was employed to collect different views and derive consensus from a panel of thirteen experts, including computer scientists, computer science educators, K-12 computer teachers, and industry experts. The first draft of Delphi survey questionnaire consists of nine themes (problem solving, problem decomposition, algorithms, data representation, data analysis, modeling and simulation, abstraction, automation and others) and 60 competence indicators, was developed based on our investigation of the nature of computational thinking. After three-rounds of survey and a final round-table discussion, the expert panel derived 49 essential competence indicators (13 for grades K to 6, nine of grades 7 to 9 and 27 of grades 10 to 12) and eight optional competence indicators (one for grades 7 to 9 and seven for grade 10 to 12). The results serve as useful references for developing Taiwan’s new K-12 computing curriculum.
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(6636098), Arjun Shakdher. "Collaborative Platform for Computational Thinking Assessment." Thesis, 2019.
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Computational Thinking (CT) is an integral process of thinking in humans that allows them to solve complex problems efficiently and effectively by breaking down a problem in smaller parts and using abstraction to create generalizable solutions. While the term CT has gained a lot of popularity in current education and research, there is still considerable ambiguity when it comes to defining exactly what CT encompasses. Since the definition and characteristics that make up CT vary so much, it is extremely difficult to measure CT in people. This thesis explains how different industry experts and organizations view CT and describes the importance of developing and integrating such a method of thinking in everyone, not just computer science professionals. The literature review also includes a comprehensive analysis of different tests and tools created to measure CT in people. This study proposes a web-based CT assessment collaborative tool that can be an effective instrument for teachers in assessing CT skills in students who are a part of the Teaching Engineering Concepts to Harness Future Innovators and Technologists (TECHFIT) program funded through NSF DRL-1312215 and NSF DRL-1640178. The vision of this tool is to become a go-to platform for CT assessment where questions collaborated by experts can be used to reliably assess the CT skills of anyone interested in measuring them.
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"Genost: A System for Introductory Computer Science Education with a Focus on Computational Thinking." Master's thesis, 2015. http://hdl.handle.net/2286/R.I.29648.
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abstract: Computational thinking, the creative thought process behind algorithmic design and programming, is a crucial introductory skill for both computer scientists and the population in general. In this thesis I perform an investigation into introductory computer science education in the United States and find that computational thinking is not effectively taught at either the high school or the college level. To remedy this, I present a new educational system intended to teach computational thinking called Genost. Genost consists of a software tool and a curriculum based on teaching computational thinking through fundamental programming structures and algorithm design. Genost's software design is informed by a review of eight major computer science educational software systems. Genost's curriculum is informed by a review of major literature on computational thinking. In two educational tests of Genost utilizing both college and high school students, Genost was shown to significantly increase computational thinking ability with a large effect size.Dissertation/Thesis
Masters Thesis Computer Science 2015
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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.
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Three studies were conducted to better inform how instructional design of educational programming for children impacts learning. In these studies, we focused on how unplugged debugging activities, which require correction of coding errors, affect skills related to computational thinking and personal attributes of children.
Study 1 observed debugging performance across varying degrees of embodiment (full and low) with a control group. To identify and rectify coding errors, children in the full embodiment group walked on a floor maze whereas low embodiment group manipulated a paper character using their fingers. Study 2 examined the effects of different degrees of embodiment when combined with either coding or narrative based language on computational thinking and self-efficacy. Children fixed coding errors on a worksheet using coding language or narratives, then performed their revised code using full or low embodiment. Study 3 explored whether congruent or incongruent hand gestures incorporated with either direct or surrogate embodiment enhanced children’s graphic and text programming, self-efficacy, and persistence. In the congruent gesture group, participants placed coding blocks in the same direction that the programming character moves whereas incongruent gesture placed coding blocks in a linear fashion. Direct embodiment is where the participant uses their finger to move a character whereas surrogate embodiment is where the researcher is controlled by the participant through verbal commands.
The results on computational thinking skills were: 1) Children performed better in debugging and problem solving using low embodiment; 2) Programming efficiency increased with the use of coding language; 3) Higher performance on graphic programming was found with incongruent gesture while transfer from graphic to text programming improved with surrogate embodiment. In personal attributes: 1) Significant interaction effect was found between hand gesture and embodiment on self-efficacy; 2) Higher persistence was exhibited from direct embodiment.
These findings between embodiment and development of computational thinking skills and personal attributes may be utilized in the unplugged learning environment. This is particularly relevant in supporting students to acquire basic computational thinking skills where relevant technology resources are not available.
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(7046627), Tingxuan Li. "The Use of Cognitive Diagnostic Modeling in the Assessment of Computational Thinking." Thesis, 2019.
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In order to achieve broadening participation in computer science and other careers related to computing, middle school classrooms should provide students opportunities (tasks) to think like a computer scientist. Researchers in computing education promote the idea that programming skill should not be a pre-requisite for students to display computational thinking (CT). Thus, some tasks that aim to deliberately elicit students’ CT competency should be stand-alone tasks rather than coding fluency-oriented tasks. Guided by this approach, this assessment design process began by examining national standards in CT. A Q-matrix (i.e., item–attribute alignment table) was then developed and modified using (a) literature in CT, (b) input from subject-matter experts, and (c) cognitive interviews with a small sample of students. After multiple-choice item prototypes were written, pilot-tested, and revised, 15 of them were finally selected to be administered to 564 students in two middle schools in the Mid-western US. Through cognitive diagnostic modeling, the estimation results yielded mastery classifications or subscores that can be used diagnostically by teachers. The results help teachers facilitate students’ mastery orientations, that is, to address the gap between what students know and what students need to know in order to meet desired learning goals. By equipping teachers with a diagnostic classification based assessment, this research has the capacity to inform instruction which, in turn, will enrich students’ learning experience in CT.
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"Computer Science Education: A Game to Teach Children about Programming." Master's thesis, 2017. http://hdl.handle.net/2286/R.I.44006.
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abstract: Computational thinking, the fundamental way of thinking in computer science, including information sourcing and problem solving behind programming, is considered vital to children who live in a digital era. Most of current educational games designed to teach children about coding either rely on external curricular materials or are too complicated to work well with young children. In this thesis project, Guardy, an iOS tower defense game, was developed to help children over 8 years old learn about and practice using basic concepts in programming. The game is built with the SpriteKit, a graphics rendering and animation infrastructure in Apple’s integrated development environment Xcode. It simplifies switching among different game scenes and animating game sprites in the development. In a typical game, a sequence of operations is arranged by players to destroy incoming enemy minions. Basic coding concepts like looping, sequencing, conditionals, and classification are integrated in different levels. In later levels, players are required to type in commands and put them in an order to keep playing the game. To reduce the difficulty of the usability testing, a method combining questionnaires and observation was conducted with two groups of college students who either have no programming experience or are familiar with coding. The results show that Guardy has the potential to help children learn programming and practice computational thinking.Dissertation/Thesis
Masters Thesis Computer Science 2017
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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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Lessner, Daniel. "Výuka informatiky na gymnáziích." Doctoral thesis, 2018. http://www.nusl.cz/ntk/nusl-389632.
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Title: Computer Science Education at Grammar Schools Author: Daniel Lessner Department: Department of Software and Computer Science Education Supervisor: RNDr. Tomáš Holan, Ph.D., Department of Software and Computer Science Education Abstract: Computer science is not a required component of general education in Czechia. The lack of published local experience impedes the search for general agreement in basic questions, such as: Is computer science in general education possible? Is it beneficial? What educational goals should it have, what topics should it cover? The goal of this thesis is to offer empirically verified answers to these questions, considering grammar school level (students 15-18 years old) in Czechia. A set of fundamental ideas of computer science has been identified and used to develop an introductory course. The course was repeatedly tested, evaluated and improved, following the design-based research methodology. The level of students' achieve- ments as well as their own view of the novel approach to teach "informatics" was tracked. Contrary to the widely held belief (in Czechia), it turned out that computer science in general secondary education is possible and beneficial for the students, as long as the level of difficulty and specific goals are chosen appro- priately. The course is...
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Fadjo, Cameron Lawrence. "Developing Computational Thinking Through Grounded Embodied Cognition." Thesis, 2012. https://doi.org/10.7916/D88058PP.
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Two studies were conducted to examine the use of grounded embodied pedagogy, construction of Imaginary Worlds (Study 1), and context of instructional materials (Study 2) for developing learners' Computational Thinking (CT) Skills and Concept knowledge during the construction of digital artifacts using Scratch, a block-based programming language. Utilizing a conceptual framework for grounded embodied pedagogy called Instructional Embodiment, learners physically enacted (Direct Embodiment) and mentally simulated (Imagined Embodiment) the actions and events as presented within pre-defined Scripts. Instructional Embodiment utilizes action, perception, and environment to create a dynamic, interactive teaching and learning scenario that builds upon previous research in embodied teaching and learning. The two studies described herein examined the effects of Instructional Embodiment, Imaginary World Construction, and Context on the development of specific Computational Thinking Concepts and Skills. In particular, certain CT Concepts, such as Conditionals, Variables, Thread Synchronization, Collision Detection, and Events, and CT Skills, such as abstraction and pattern recognition, were identified and measured within the learners' individual digital artifacts. Presence and/or frequency of these Concepts and Skills were used to determine the extent of Computational Thinking development. In Study 1, fifty-six sixth- and seventh-grade students participated in a fifteen-session curricular program during the academic school day. This study examined the type of instruction and continuity of Imaginary World Construction on the development of certain CT Skills and Concepts used in a visual novel created in Scratch. Main effects were found for learners who physically embodied the pre-defined instructional materials: embodying the pre-defined Scripts led to the learners using significantly more 'speech' Blocks in their projects and more Absolute Positioning Blocks for 'motion' than those who did not physically embody the same Scripts. Significant main effects were also found for continuity of Imaginary World Construction: learners who were instructed to continue the premise of the first digital artifact (Instructional Artifact) implemented significantly more computational structures in their second digital artifact (Unique Artifact) than those who were instructed to create a Unique Artifact with a premise of their own design. In Study 2, seventy-eight sixth- and seventh-grade students participated in a seventeen-session curricular program during the academic school day. This study examined the type of instruction and context of instructional materials on the development of CT Skills and Concepts during the construction of a video game using Scratch. Similar to Study 1, findings suggest that physically embodying the actions presented within the pre-defined instructional materials leads to greater implementation of many of these same structures during individual artifact construction. The study also showed that as the pre-defined Scripts become more complex (e.g. single-threaded to multi-threaded), the effect of physical embodiment on the development of CT Skills and complex CT Concept structures becomes less pronounced. Findings from this study also suggest that Context has a significant effect on identifying and implementing the CT Skill pattern recognition: learning CT Concepts from an Unfamiliar Context had a significant positive effect on the implementation of both Broadcast/Receive couplings and Conditional Logic and Operator patterns. In sum, the findings suggest that the type of instruction, the continuity of the Imaginary World being constructed, and the context of the instructional materials all play a significant role in the learners' ability to develop certain Computational Thinking Skills and Concept knowledge. The findings also suggest that a physically embodied approach to teaching abstract concepts that is grounded in an unfamiliar context is the most effective way to integrate a grounded embodied approach to pedagogy within a formal instructional setting.
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Nunes, José Manuel Freixo. "Mobile learning e pensamento computacional: contributos para o desenvolvimento de aplicações em contextos educativos." Doctoral thesis, 2019. http://hdl.handle.net/10400.2/8607.
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Aprender através de uma aplicação instalada num telemóvel só é possível porque a evolução tecnológica foi enorme. O computador pessoal, a expansão das redes, os dispositivos móveis com aplicações variadas e diversos objetivos concretizaram esta possibilidade. Um desses objetivos está associado ao mobile learning que consiste no ensino e na aprendizagem através de aplicações instaladas em telemóveis. O desenvolvimento de aplicações será facilitado, por exemplo, se for aplicada uma forma de análise de problemas, designada por pensamento computacional que consiste numa abordagem à forma de resolver problemas de programação mas que também pode ser aplicada noutras áreas. Assim, considerou-se pertinente desenvolver uma investigação com a finalidade de perceber as possibilidades de integração do mobile learning e do pensamento computacional no ensino básico associado ao desenvolvimento de aplicações (Objetivo principal). A investigação foi realizada com alunos do 8.º e 9.º Ano do Colégio Manuel Bernardes. Os alunos do 9.º Ano produziram aplicações móveis tendo em vista o ensino e aprendizagem do Teorema de Pitágoras e os alunos do 8.º Ano experimentaram e testaram a aplicação realizada. A recolha de dados primários e secundários foi realizada através de pesquisa em documentação, questionários e entrevistas. A estratégia de análise consistiu em primeiro lugar na análise dos documentos pesquisados, criando resumos e avaliações críticas. Os alunos participantes e os professores responderam a um questionário sobre o tema em investigação. Os dados obtidos foram tratados e analisados tendo em vista aceitar ou rejeitar as hipóteses sugeridas e associadas às questões de investigação. Os dados quantitativos foram analisados através do SPSS, os dados qualitativos requereram uma classificação por categorias, pelo que, quando necessário, se procedeu a uma sumarização, categorização, estruturação ou até mesmo uma enumeração das categorias encontradas. A metodologia de investigação empregue foi o Design Based Research que foi escolhida por ser sistemática mas flexível, através de uma análise iterativa, de projeto, de desenvolvimento e implementação, baseada na colaboração entre o investigador e os participantes. Relativamente a todo processo de desenvolvimento e teste das aplicações produzidas podemos concluir que há possibilidades de integrar o mobile learning e o pensamento computacional no ensino básico. Será necessário no entanto continuar a investigar como proceder a esta integração nomeadamente seguindo orientações relacionadas com a inclusão, educação, qualificação, especialização e investigação.Learning through an application installed on a mobile phone is only possible because the technological evolution has been enormous. The personal computer, the expansion of the networks, the mobile devices with varied applications and several objectives fulfilled this possibility. One of these objectives is associated with mobile learning, which consists of teaching and learning through applications installed on mobile phones. Application development will be facilitated, for example, by applying a form of problem analysis, called computational thinking, which consists of an approach to how to solve programming problems but which can also be applied in other areas. Thus, it was considered relevant to develop an investigation in order to understand the possibilities of integration of mobile learning and computational thinking in basic education associated to the development of applications (main objective). The investigation was carried out with students of the 8th and 9th Year of the Colégio Manuel Bernardes. The 9th Year students produced mobile applications for the teaching and learning of the Pythagorean Theorem and the 8th Year students experimented with and tested the application. The collection of primary and secondary data was performed through documentation research, questionnaires and interviews. The analysis strategy consisted first of all in the analysis of the documents surveyed, creating summaries and critical evaluations. Participating students and teachers answered a questionnaire on the subject under investigation. The data obtained were treated and analyzed in order to accept or reject the hypotheses suggested and associated with the research questions. The quantitative data were analyzed through the SPSS, qualitative data required a classification by categories, so that, when necessary, a summary, categorization, structuring or even enumeration of the categories found was performed. The research methodology employed was Design Based Research, which was chosen because it is systematic but flexible, through an iterative analysis, design, development and implementation, based on the collaboration between the researcher and the participants. Regarding all the processes of development and testing of the applications produced, we can conclude that there are possibilities to integrate mobile learning and computational thinking in basic education. However, it will be necessary to continue investigating how to proceed with this integration, in particular by following guidelines on inclusion, education, qualification, specialization and research.
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Camargo, Caio Rafael Dias. "Programming of an educational robot to be applied in STEAM areas." Master's thesis, 2018. http://hdl.handle.net/10198/22708.
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Mestrado de dupla diplomação com a UTFPR - Universidade Tecnológica Federal do ParanáThe world is increasingly digital. Countries around the world strive to attract and prepare future generations to occupy the positions, where, for the most part, they will focus on Science, Technology, Engineering, Arts and Mathematics (STEAM). An approach already consolidated in the literature is the use of robots applied in education to encourage students to develop essential skills such as critical thinking, problem-solving and computational thinking. This work, linked to the RoboSTEAM project, aims to explore educational robots that can be applied in this context, considering that most approaches use LEGO’s platform, which can sometimes be difficult to access due to its high price. The robot used was the mBot in which it uses the mBlock 5 software to program it, from the MakeBlock Co. Ltd. company, being applied in two educational approaches during the execution of the project in which it is based on challenge based-learning methodology. A methodology for adding sensors to the mBot has been also explored. Finally, evaluations were made about the performance of students who participated in this project.
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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 textAbstract:
O 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.O 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.