Computational thinking as a heuristic endeavour: students’ solutions of coding problems

Silva, Ricardo Scucuglia Rodrigues da; Gadanidis, George; Hughes, Janette; Namukasa, Immaculate Kizito

doi:10.1590/1980-6248-2018-0034

Cited by 3 publications

(1 citation statement)

References 13 publications

(29 reference statements)

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“…For the CT components regarding research and scientific inquiry including Vocabulary and terminology, Data collection and Communication , teacher-directed efforts are expected to facilitate students’ practice of such CT components. It is also interesting to note that heuristics, an experience-based strategy that facilitates problem-solving such as “trial and error” (Scucuglia et al , 2020), was most commonly observed in students’ independent work during their problem-solving. This finding indicates that students applied heuristics more than any other CT skills when they were willingly trying to solve the problem on their own knowing teacher’s help was readily available.…”

Section: Discussionmentioning

confidence: 99%

Identifying computational thinking in students through project-based problem-solving activities

Yang

Snelson

Shi

2023

IDD

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Purpose This paper aims to identify computational thinking (CT) in 4th to 6th grade students in the context of project-based problem-solving while engaged in an after-school program. Design/methodology/approach This case study approach was selected due to its suitability for answering “how” or “why” questions about real-world phenomena within a set context (Creswell and Poth, 2018; Yin, 2018). This was an appropriate fit given the context of an after-school program and the research question asked how to identify learners’ demonstrated CT through project-based learning hands-on activities and problem-solving in a naturalistic environment. Findings Results show that heuristics, algorithms and conditional logic were observed more than other components of CT such as data collection, simulations and modeling. Descriptions of common activities in a naturalistic learning environment are presented to illustrate how the students practiced CT over time, which could help readers develop an understanding of CT in conjunction with hands-on problem-solving activities in elementary students. Identifying and classifying CT in this study focused on students’ learning process. Originality/value This study contributes to the challenging field of evaluating CT while focusing on observable behaviors and problem-solving activities with various degrees of teacher’s facilitation instead of final artifacts. Implications for researchers and educators interested in integrating CT in K-12 learning and its assessment are discussed.

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Section: Discussionmentioning

confidence: 99%

Identifying computational thinking in students through project-based problem-solving activities

Yang

Snelson

Shi

2023

IDD

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Recent developments in using digital technology in mathematics education

Engelbrecht,

Borba

2023

ZDM Mathematics Education

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In this paper we review selected significant developments in the use of digital technology in the teaching and learning of mathematics over the last five years. We focus on a number of important topics in this field, including the evolvement of STEAM and critical making as well as the process of redefining learning spaces in the transformation of the mathematics classroom. We also address the increasing use of computer algebra systems and dynamic geometry packages; and the issue of student collaboration online, especially using learning environments and social media. We briefly touch on artificial intelligence systems, including hyper-personalisation of learning, multimodality and videos. We include a brief discussion on the impact of COVID-19 on mathematics education, and lastly on the more theoretical perspective of the epistemology of digital technology and the construct of humans-with-media. We conclude the discussion with some possible concerns and mentioning some possible new topics for research in the field.

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Short Tasks for Scaffolding Computational Thinking by the Global Bebras Challenge

Dagienė

Dolgopolovas

2022

Mathematics

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The short task methodology enhances the Bebras constructive environment, and provides an emotional context that triggers the convolution of initially biased mental models and corresponding emotional reactions into an unbiased set of conceptual models for informatics education. This provides the motivation of our research–to explore the process of pedagogical design of short informatics concept-based tasks from the standpoint of mindset formation, which allows one to build conceptual models for CT education. The aim of the research is to gain a conceptual understanding of what a short task is in the context of the global Bebras Challenge initiative. We explore the principles which should underlie the pedagogical design of short tasks for informatics education that scaffold CT. Exploration of a number of practical examples of the Bebras short tasks is the background of our research methodology. The results include an analysis of the structure of short tasks, focusing on the interaction of mental models, conceptual models, and heuristics inherent in the task design. The discussion provides a comprehensive insight into the issues of the short tasks in relation to CT and the Bebras environment. We conclude with recommendations for organizing an effective pedagogical design of a short task.

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Computational thinking as a heuristic endeavour: students’ solutions of coding problems

Cited by 3 publications

References 13 publications

Identifying computational thinking in students through project-based problem-solving activities

Identifying computational thinking in students through project-based problem-solving activities

Recent developments in using digital technology in mathematics education

Short Tasks for Scaffolding Computational Thinking by the Global Bebras Challenge

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