CS unplugged, outreach and CS kinesthetic activities (abstract only)

Bell, Tim; Lambert, Lynn; Marghitu, Daniela

doi:10.1145/2157136.2157410

Cited by 16 publications

(14 citation statements)

References 1 publication

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“…Request permissions from permissions@acm.org. Technologies used in outreach programs include kinaesthetic activities such as Computer Science Unplugged [1], and visual programming environments such as Alice [10] and Scratch [7]. Robotics activities are very popular [3], because they reify the abstract behaviour of algorithms and programs as concrete artefacts that appeal to young people.…”

Section: Introductionmentioning

confidence: 99%

Teaching a core CS concept through robotics

Magnenat

Shin

Riedo

et al. 2014

Proceedings of the 2014 Conference on Innovation &Amp; Technology in Computer Science Education - ITiCSE '14

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We implemented single-session workshops using the Thymio-II-a small, self-contained robot designed for young students, and VPL-a graphical software development environment based upon event handling. Our goal was to investigate if the students could learn this core computer science concept while enjoying themselves in the robotics context. A visual questionnaire was developed based upon the combined Bloom and SOLO taxonomies, although it proved difficult to construct a questionnaire appropriate for young students. We found that-despite the short duration of the workshop-all but the youngest students achieved the cognitive level of Unistructural Understanding, while some students achieved higher levels of Unistructural Applying and Multistructural Understanding and Applying.

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Section: Introductionmentioning

confidence: 99%

Teaching a core CS concept through robotics

Magnenat

Shin

Riedo

et al. 2014

Proceedings of the 2014 Conference on Innovation &Amp; Technology in Computer Science Education - ITiCSE '14

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“…Hands-on, Minds-on Learning by doing [13,15] Learning by animation, simulation and playing [16,17] Learning by playing and designing games (creative learning)…”

Section: Activitymentioning

confidence: 99%

Informatics-Lab: Attracting Primary School Pupils for Computer Science

Pasterk¹,

Sabitzer²,

Demarle-Meusel³

et al. 2016

Proceedings of the 14th LACCEI International Multi-Conference for Engineering, Education, and Technology: “Engineering Innovati

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Technology has a deep impact on everyday life of most people in today's society. Informatics is a basic element of this evolution and is. therefore getting more and more important for education, too. To introduce children of all ages to different topics of informatics, the Regional Educational Competence Centre for Informatics in Carinthia, Austria, organized a four-week lasting Informatics-Lab. During their holidays in July 2014, children were able to visit our university, participate in workshops and get a first or a deeper impression of topics like encryption, operating systems, networks or modelling. What distinguished this project from other labs was that the children learned from trainees aged between 16 and 19 years as well as from their peers. Furthermore, trainees and visitors developed new teaching material on their own. This was an important element of the project as it considered different learning concepts like learning by teaching. The lab got positive feedback from both, children and parents. A pre-post comparison showed that the project had positive effects on the interest as well as on the attitude towards informatics. This paper gives some background information about the learning concept and an overview of the activities and stations. Furthermore, the results from an empirical survey are presented.

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“…Other efforts work to incorporate computer science and computational thinking into existing curricula [24,19], develop new curricula to ensure student exposure to computer science and computational thinking principals [11], and use various media to inform teachers and students of the value of computer science [16,6].…”

Section: Introductionmentioning

confidence: 99%

CS4Impact

Bort

Brylow

2013

Proceeding of the 44th ACM Technical Symposium on Computer Science Education

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In this paper, we aim to directly measure a CS4HS workshop's participating teachers' ability to synthesize CSTA computational thinking core concepts into actionable lesson plans for courses in their current teaching repertoire. Participants were expected to present a lesson plan on the final day of the workshop, highlighting the integration of their classroom curriculum with computing and computational thinking skills. We present our evaluation rubric, used to rate the teachers effective use of the computational thinking core concepts in their lesson plans, and describe how our method of evaluation may more accurately gauge the overall impact that CS4HS workshops have on their participants.

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CS unplugged, outreach and CS kinesthetic activities (abstract only)

Cited by 16 publications

References 1 publication

Teaching a core CS concept through robotics

Teaching a core CS concept through robotics

Informatics-Lab: Attracting Primary School Pupils for Computer Science

CS4Impact

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