All Roads Lead to Computing: Making, Participatory Simulations, and Social Computing as Pathways to Computer Science

Brady, Conor; Orton, Kai; Weintrop, David; Anton, Gabriella; Rodriguez, Sebastian S.; Wilensky, Uri

doi:10.1109/te.2016.2622680

Cited by 82 publications

(26 citation statements)

References 36 publications

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“…In contrast, prescriptive teacher-directed approaches exacerbated gender differences, particularly in relation to student interest in taking another game design class. Finally, focusing specifically on developing CT among girls, Brady et al. (2017) found that a focus on physical and social computing can have a positive impact on attitudes toward CS.…”

Section: Theoretical Perspectivesmentioning

confidence: 98%

“…Recently, efforts to support CT through programming focused on the design of software applications such as interactive games and apps with applicability in a variety of subject areas. Further, efforts to support novice programmers have resulted in a range of visual programming construction tools such as Scratch, which lower the floor of entering into programming and facilitate the creation of interactive media that can be shared with others (Brady et al., 2017; Kafai & Burke, 2013). Programming, however, is not valuable in and of itself.…”

Section: Theoretical Perspectivesmentioning

confidence: 99%

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A Multiyear Investigation of Student Computational Thinking Concepts, Practices, and Perspectives in an After-School Computing Program

Mouza

Pan

Huí

et al. 2020

Journal of Educational Computing Research

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In this work, we examine whether repeated participation in an after-school computing program influenced student learning of computational thinking concepts, practices, and perspectives. We also examine gender differences in learning outcomes. The program was developed through a school–university partnership. Data were collected from 138 students over a 2.5-year period. Data sources included pre–post content assessments of computational concepts related to programming in addition to computational artifacts and interviews with a purposeful sample of 12 participants. Quantitative data were analyzed using statistical methods to identify gains in pre- and post-learning of computational thinking concepts and examine potential gender differences. Interview data were analyzed qualitatively. Results indicated that students made significant gains in their learning of computational thinking concepts and that gains persisted over time. Results also revealed differences in learning of computational thinking concepts among boys and girls both at the beginning and end of the program. Finally, results from student interviews provided insights into the development of computational thinking practices and perspectives over time. Results have implications for the design of after-school computing programs that help broaden participation in computing.

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Section: Theoretical Perspectivesmentioning

confidence: 98%

Section: Theoretical Perspectivesmentioning

confidence: 99%

A Multiyear Investigation of Student Computational Thinking Concepts, Practices, and Perspectives in an After-School Computing Program

Mouza

Pan

Huí

et al. 2020

Journal of Educational Computing Research

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“…An approach developed by Brady et al included a variety of technologies, such as physical computing and a rich Internet of things that students can plug into, meant to engage girls in CS, and the approach showed positive effects [54]. Research by Shim et al proposed the use of a robot game environment for learning the fundamental programming concepts of sequences, repeats, conditionals, branches, and parameters, and this technique resulted in a significant increase in programming education efficiency [55].…”

Section: B What and How To Teach Programming In Primary Schoolsmentioning

confidence: 99%

The Effects of a Visual Execution Environment and Makey Makey on Primary School Children Learning Introductory Programming Concepts

et al. 2020

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The interest of children in learning to program computers has increased dramatically in recent years with the adaptation of new programming languages such as Scratch or game-based approaches. That being so, it is still unclear how best to teach programming concepts to young children. There is a gap in the literature on how to introduce basic programming concepts to children at the primary school level, while taking factors such as the grade level and approach used into account. This paper explores the best approach for introducing basic programming concepts to school children in the 4th, 5th and 6th grades as well as the effects of the approaches on students' learning gains (per concept). The concepts addressed here are those used in a traditional Introduction to Programming course, such as programs, memory and variables, inputs and outputs, conditionals and loops. The paper presents the resulting improvements achieved by the 4th, 5th and 6th graders in a multigroup pretest-posttest design, with a control group (the use of a blackboard as an unplugged approach) and two experimental groups (the use of a visual execution environment (VEE) with a mouse and the use of the VEE with Makey Makey). We present the results exploring the interaction between the grade and approach factors for the 144 children (9-12 years old) enrolled in primary education. The results provide statistically significant data indicating how the children succeeded in learning basic programming concepts according to their grade, the type of approach used, and the programming concept under study.

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“…Other than using the available tools, some studies attempted to create new programming-based teaching tools [25]- [30], and game-based tools [31]- [33]. [22], [14], [17], [15], [16], [34], [18], [19], [20], [35], [36], [23], [37], [21], [24] 15 Module [38], [39], [40], [41], [42], [43], [44], [45], [46], [47], [48], In addition to teaching CT in regular classrooms, researchers have introduced afterschool activities, which called 'informal program' in this study, as an alternative to disseminate CT skills. Recently, the publication trend of studies related to infusing CT through the informal program has increased.…”

Section: Ct Educational Approachesmentioning

confidence: 99%

“…As [12] point out, educators should not only promote coding skills and provide knowledge, but also collaboration and teamwork skills to deal with difficult problems which are too hard to be solved individually. [52], [38], [39], [41], [22], [14], [15], [42], [18], [44], [17], [45], [19], [20], [36], [46], [23], [37], [50], [47], [21], [48], [49], [51], [24] 25 b [53], [57], [58], [59], [60], [61], [64], [55], [56], [66], [67] 11 Abstraction a [71], [22], [15], [42], [18], [44], [17], [19], [34], [46], [49], [51]…”

Section: Ct Skills For High School Studentsmentioning

confidence: 99%

Reflecting on Computational Thinking Studies for High School Education

Sondakh

2019

CogITo Smart Journal

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Berpikir komputasional telah diakui sebagai suatu kebutuhan dalam menyelesaikan masalah yang kompleks. Beberapa penelitian telah dilakukan untuk memperkenalkan keterampilan ini ke semua tingkat pendidikan. Penelitian ini bertujuan untuk meninjau penelitian tentang berpikir komputasi pada tingkat sekolah menengah. Khususnya, penelitian ini mengkaji domain penelitian, mengidentifikasi metode-metode untuk memperkenalkan berpikir komputasional, serta konsep-konsep berpikir komputasional yang diajarkan kepada pelajar. Tinjauan literatur sistematik dilakukan untuk mencapai tujuan tersebut. Hasil penelitian menunjukkan: penelitian berpikir komputasional mencakup kajian teori, pengembangan kurikulum, pengukuran, dan pengembangan alat. Kajian teori ditujukan untuk memformulasikan konsep. Selain keterampilan teknis, soft-skills telah dinyatakan sebagai elemen berpikir komputasional. Namun, perhatian untuk melibatkan soft-skills dalam penelitian masih kurang. Sebagian besar penelitian difokuskan pada integrasi berpikir komptasional ke dalam kurikulum. Coding menjadi metode yang paling banyak digunakan untuk mengajarkan berpikir komputasional. Sehingga, algorithmic thinking dan abstraction muncul sebagai keterampilan yang paling sering diajarkan atau diukur. Akhirnya, penelitian ini menggarisbawahi adanya kesenjangan untuk dikaji lebih lanjut yaitu berkaitan dengan pengukuran keterampilan berpikir komputasional dan untuk menyertakan soft-skills pada penelitian berpikir komputasional. Kata Kunci—Berpikir komputasional, Sekolah menengah, Penyelesaian masalah

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All Roads Lead to Computing: Making, Participatory Simulations, and Social Computing as Pathways to Computer Science

Cited by 82 publications

References 36 publications

A Multiyear Investigation of Student Computational Thinking Concepts, Practices, and Perspectives in an After-School Computing Program

A Multiyear Investigation of Student Computational Thinking Concepts, Practices, and Perspectives in an After-School Computing Program

The Effects of a Visual Execution Environment and Makey Makey on Primary School Children Learning Introductory Programming Concepts

Reflecting on Computational Thinking Studies for High School Education

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