Computational Thinking in the Danish High School

Musaeus, Line Have; Musaeus, Peter

doi:10.1145/3287324.3287452

Cited by 16 publications

(10 citation statements)

References 16 publications

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“…Multiple-choice questions have also been commonly used to assess some of these CT components such as conditional logic and algorithms to generate a performance score (Author, 2020; Djambong and Freiman, 2016). Additionally, some CT components such as algorithms and simulation and modeling were assessed via students’ responses to open-ended questions with an agent-based modeling environment such as NetLogo (Musaeus and Musaeus, 2019). In summary, the identification of these CT components had been conducted in a similar fashion as other CT components discussed in the previous section.…”

Section: Theoretical Frameworkmentioning

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: Theoretical Frameworkmentioning

confidence: 99%

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

Yang

Snelson

Shi

2023

IDD

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“…Zhang et al (2019) demonstrated that the integration of CT and STEM subjects can enhance the learning of STEM and CT subjects. Numerous researchers, for example Aslan et al (2020), Chongo et al (2021), Holme (2019), Lia et al (2020), Lodi (2019), Musaeus and Musaeus (2019) and Zhang et al (2019), investigated the integration of CT skills with chemistry and science teaching and learning.…”

Section: Computational Thinking (Ct)mentioning

confidence: 99%

Computational Thinking Through the Engineering Design Process in Chemistry Education

Samad,

Osman,

Nayan

2023

INT J EDUC METHODOL

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This study investigated the influence of CThink4CS2 Module on computational thinking (CT) skills of form four chemistry students. The CThink4CS2 Module integrated CT with the Engineering Design Process (EDP) in chemistry class. This study utilized quantitative research methods and quasi-experimental design. Quantitative data were collected using the Computational Thinking Skill Test (CTST) which consisted of algorithmic reasoning, abstraction, decomposition, and pattern recognition constructs. A total of 73 students were in the treatment group (n=39) and control group (n=34). Experimental data were described by means of descriptive analysis and inferential analysis employing two-way MANOVA analysis. The results of the analysis indicated significant differences in CT skills between groups; students in the treatment group demonstrated better results compared to those in the control group. The paper provides insight into the integration of CT and EDP as effective pedagogical strategies for inculcating CT skills.

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“…Chemistry related objectives and topics are the following: periodic table ; the structure of chemical compounds (Malyn-Smith et al, 2018); matter ; pH neutralization of different water samples (Akbar et al, 2018);exploring the relations between macroscopic properties of gases (pressure, volume, and temperature) ; ion transport across a cell membrane (Musaeus and Musaeus, 2019); the components of rocks and minerals in rock cycles .…”

Section: Subject-related Learning Objectivesmentioning

confidence: 99%

“…Students generalize code solutions for ion transport across a cell membrane (Musaeus and Musaeus, 2019).…”

Section: Generalizationmentioning

confidence: 99%

Interdisciplinary Integration of Computational Thinking in K-12 Education: A Systematic Review

Yeni,

Grgurina,

Saeli

et al. 2023

Informatics in Education

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There is an increasing interest in the integration of computational thinking (CT) in the K-12 curriculum. By integrating CT into other disciplines, the aim is to equip students with essential skills to navigate domain-specific challenges. This study conducts a systematic review of 108 peer-reviewed scientific papers to analyze in which K-12 subjects CT is being integrated, learning objectives, CT integration levels, instructional strategies, technologies and tools employed, assessment strategies, research designs and educational stages of participants. The findings reveal that: (a) over two-thirds of the CT integration studies predominantly focus on science and mathematics; (b) the majority of the studies implement CT at the substitution level rather than achieving a transformation impact; (c) active learning is a commonly mentioned instructional strategy, with block-based languages and physical devices being frequently utilized tools; (d) in terms of assessment, the emphasis primarily lies in evaluating attitudes towards technology or the learning context, rather than developing valid and reliable assessment instruments. These findings shed light on the current state of CT integration in K-12 education. The identified trends provide valuable insights for educators, curriculum designers, and policymakers seeking to effectively incorporate CT across various disciplines in a manner that fosters meaningful skill development with an interdisciplinary approach. By leveraging these insights, we can strive to enhance CT integration efforts, ensuring the holistic development of students' computational thinking abilities and promoting their preparedness for the increasingly interdisciplinary domains of digital world.

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Computational Thinking in the Danish High School

Cited by 16 publications

References 16 publications

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

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

Computational Thinking Through the Engineering Design Process in Chemistry Education

Interdisciplinary Integration of Computational Thinking in K-12 Education: A Systematic Review

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