Computational thinking (CT) is broadly defined as the mental activity for abstracting problems and formulating solutions that can be automated. In an increasingly information-based society, CT is becoming an essential skill for everyone. To ensure that students develop this ability at the K-12 level, it is important to provide teachers with an adequate knowledge about CT and how to incorporate it into their teaching. This article describes a study on designing and introducing computational thinking modules and assessing their impact on preservice teachers' understanding of CT concepts, as well as their attitude towards computing. Results demonstrate that introducing computational thinking into education courses can effectively influence preservice teachers' understanding of CT concepts.
Abstract-The inherent uncertainty of data present in numerous applications such as sensor databases, text annotations, and information retrieval motivate the need to handle imprecise data at the database level. Uncertainty can be at the attribute or tuple level and is present in both continuous and discrete data domains. This paper presents a model for handling arbitrary probabilistic uncertain data (both discrete and continuous) natively at the database level. Our approach leads to a natural and efficient representation for probabilistic data. We develop a model that is consistent with possible worlds semantics and closed under basic relational operators. This is the first model that accurately and efficiently handles both continuous and discrete uncertainty. The model is implemented in a real database system (PostgreSQL) and the effectiveness and efficiency of our approach is validated experimentally.
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