Abstract:Scratch, a kind of visual programming software, has been widely used in instruction for primary school children. Scratch constructs a digital world for children to design, develop, and create coursework in which their creative thinking is fostered. Different instructional methods have been designed and implemented to stimulate children’s creative thinking skills through their coursework. This study investigated whether scaffolding construction with mind mapping promoted children’s creative thinking in a Scratc… Show more
“…However, unlike the first objective that we discussed, the data confirm that the pandemic, together with the preventive measures in Spanish schools, had an impact on the experimental group that developed active methodologies, as supported by the study by Ref [ 68 ], especially in PEER_INT, POST_COM and TRANS_THINK in a negative way, although above the average evaluation. That is, working in the classroom as a group or exchanging ideas among peers through fields of computational thinking, such as robotics, programing or artificial intelligence, as supported by studies by Refs [ 41 , 42 , 43 , 51 ], are considered beneficial for transdisciplinary learning. However, according to the results of this study, the students of the experimental group valued these disciplines less when working individually and without being able to share resources or being able to move to creative spaces.…”
Section: Discussionmentioning
confidence: 99%
“…In reference to the main objective of the study, “Evaluate the STEAM dimensions in sixth grade of primary education in times of pandemic”, the post-test results of the experimental group support the lines of research of Refs [ 19 , 20 ] in relation to the fact that there is little research on STEAM-EDU teaching methodologies and resources among teachers, who encountered an added difficulty during the pandemic, that is, the restrictions implemented in educational centers by the government of Spain [ 69 ]. Finally, in the experimental group, the possibility of creating, researching, interacting, exploring, developing and presenting, which are areas of the Classroom of the Future, and these actions are associated with the pyramid of Bloom’s taxonomy, are enriching cognitive processes that are achieved through computational thinking, following the lines of research in Refs [ 40 , 43 , 44 ]. In this study, the pre-test data show that they are viable but not as a result of the pandemic.…”
Section: Discussionmentioning
confidence: 99%
“…STEAM-EDU develops computational thinking skills at an early age [ 39 ], understood as the ability to formulate and represent problems to solve them through the use of tools, concepts and practices of the computer science discipline, such as abstraction, decomposition or use of simulations [ 40 ]. There are multiple fields that allow STEAM-EDU to work through computational thinking, such as robotics [ 41 , 42 ], block programing or artificial intelligence, which favor student problem solving [ 43 , 44 ] with benefits for the development of creative thinking [ 45 , 46 ]. Computational thinking “is acquiring great importance due to the evolution of new technologies, thus creating a global trend that considers programming in the classroom as a fundamental activity of the present and the future” [ 47 ] (p. 45).…”
The demand for professionals entering the labor market requires knowledge and disciplines in the areas of Science, Technology, Engineering, Art and Mathematics (STEAM). Schools are the first link to train competent students for today’s society. However, the pandemic has conditioned the teaching–learning methodologies based on promoting STEAM in educational centers, which is the reason that leads us to carry out this study. The main objective of the research is to evaluate the STEAM dimensions in the sixth grade of primary education in times of pandemic. The study method is based on a quasi-experimental, descriptive and correlational design with an experimental group and a control group. The data are collected through a validated questionnaire, pre-test and post-test, which develops an assessment of student collaboration in STEAM activities. The sample is made up of 142 Spanish students, of which 68 belong to the control group and 74 to the experimental group. The conclusions of the study highlight that the active methodologies, based on computational thinking and on makerspaces of the future classroom, influenced the STEAM dimensions of the experimental group before the pandemic. However, the pandemic and the health restrictions in face-to-face classes led to a negative assessment of the experimental group in the STEAM dimensions.
“…However, unlike the first objective that we discussed, the data confirm that the pandemic, together with the preventive measures in Spanish schools, had an impact on the experimental group that developed active methodologies, as supported by the study by Ref [ 68 ], especially in PEER_INT, POST_COM and TRANS_THINK in a negative way, although above the average evaluation. That is, working in the classroom as a group or exchanging ideas among peers through fields of computational thinking, such as robotics, programing or artificial intelligence, as supported by studies by Refs [ 41 , 42 , 43 , 51 ], are considered beneficial for transdisciplinary learning. However, according to the results of this study, the students of the experimental group valued these disciplines less when working individually and without being able to share resources or being able to move to creative spaces.…”
Section: Discussionmentioning
confidence: 99%
“…In reference to the main objective of the study, “Evaluate the STEAM dimensions in sixth grade of primary education in times of pandemic”, the post-test results of the experimental group support the lines of research of Refs [ 19 , 20 ] in relation to the fact that there is little research on STEAM-EDU teaching methodologies and resources among teachers, who encountered an added difficulty during the pandemic, that is, the restrictions implemented in educational centers by the government of Spain [ 69 ]. Finally, in the experimental group, the possibility of creating, researching, interacting, exploring, developing and presenting, which are areas of the Classroom of the Future, and these actions are associated with the pyramid of Bloom’s taxonomy, are enriching cognitive processes that are achieved through computational thinking, following the lines of research in Refs [ 40 , 43 , 44 ]. In this study, the pre-test data show that they are viable but not as a result of the pandemic.…”
Section: Discussionmentioning
confidence: 99%
“…STEAM-EDU develops computational thinking skills at an early age [ 39 ], understood as the ability to formulate and represent problems to solve them through the use of tools, concepts and practices of the computer science discipline, such as abstraction, decomposition or use of simulations [ 40 ]. There are multiple fields that allow STEAM-EDU to work through computational thinking, such as robotics [ 41 , 42 ], block programing or artificial intelligence, which favor student problem solving [ 43 , 44 ] with benefits for the development of creative thinking [ 45 , 46 ]. Computational thinking “is acquiring great importance due to the evolution of new technologies, thus creating a global trend that considers programming in the classroom as a fundamental activity of the present and the future” [ 47 ] (p. 45).…”
The demand for professionals entering the labor market requires knowledge and disciplines in the areas of Science, Technology, Engineering, Art and Mathematics (STEAM). Schools are the first link to train competent students for today’s society. However, the pandemic has conditioned the teaching–learning methodologies based on promoting STEAM in educational centers, which is the reason that leads us to carry out this study. The main objective of the research is to evaluate the STEAM dimensions in the sixth grade of primary education in times of pandemic. The study method is based on a quasi-experimental, descriptive and correlational design with an experimental group and a control group. The data are collected through a validated questionnaire, pre-test and post-test, which develops an assessment of student collaboration in STEAM activities. The sample is made up of 142 Spanish students, of which 68 belong to the control group and 74 to the experimental group. The conclusions of the study highlight that the active methodologies, based on computational thinking and on makerspaces of the future classroom, influenced the STEAM dimensions of the experimental group before the pandemic. However, the pandemic and the health restrictions in face-to-face classes led to a negative assessment of the experimental group in the STEAM dimensions.
Online teaching based on computer and network technology has become a vital teaching mode under the current situation of the overwhelming COVID-19 epidemic. Teachers and students who fully understand and master basic knowledge and skills of various information technologies in online learning can stimulate students’ interest in learning information technology and train their ability in information collection, processing, and use. Given the lack of face-to-face communication and deep emotional exchange, online teaching has poor performance in improving the creative thinking ability of learners. During online teaching, teachers train the innovation consciousness quality of students in online courses successfully and improve the creative thinking ability of learners by using “asking,” “thinking,” “doing,” and “evaluation,” that is, the ATDE teaching mode. In this study, a teaching experiment was carried out on 41 undergraduates admitted in 2018 who majored in civil engineering at Zhengzhou University of Industrial Technology, Henan Province, China. Students were divided into the experimental group and the control group. The experimental group adopted the ATDE teaching mode for the course Design of concrete structure, while the control group applied the traditional teaching mode. A questionnaire survey of students’ creative thinking ability was conducted for both groups. Results showed that university students’ creative, emotional attitude under the ATDE teaching mode was far higher than that under the traditional (F=6.490, p=0.015). The creative thinking performance of university students under the ATDE teaching mode was higher than that under the traditional teaching mode (F=7.468, p=0.009). The Pearson correlation coefficient between creative, emotional attitude and creative thinking performance was 0.985 in the late test stage, which was higher than in the early test stage (0.480), which reveals that the ATDE teaching mode was conducive to improving abstract course learning effect of students majoring in civil engineering. Research conclusions can provide some references to investigate the feasibility of ATDE teaching mode in universities and offer a new choice and feasible path to train students’ creative thinking ability.
“…For example, Scratch is a well-recognized visual programming language with a user-friendly graphical interface (Alonso, 2020). Several previous studies have reported the potential of using such visual programming systems to foster novice learners’ computational thinking (Wu & Su, 2021) and creative thinking (Su et al, 2021; Resnick et al, 2009) as well as programming syntax (Meerbaum-Salant et al, 2013).…”
Fostering students' computer programming skills has become an important educational issue in the globe. However, it remains a challenge for students to understand those abstract concepts when learning computer programming, implying the need to provide instant learning diagnosis and feedback in computer programming activities. In this study, a Two-Tier Test-Based Programming Training (T3PT) approach was proposed. Accordingly, an online learning system was developed to provide students with precision feedback for guiding them to identify misconceptions of computer programming to improve their computer programming learning achievement. In order to examine the effects of the proposed approach, a learning system was developed and a quasi-experiment was conducted. Two classes of 99 eighth-grade students from Taiwan were divided into an experimental group and a control group. The students in the experimental group used the learning system based on the T3PT approach, while the control group used the conventional learning system. The experimental results showed that the proposed approach was significantly superior to the conventional programming learning approach in terms of students' programming logic concepts, problem-solving awareness, technology acceptance, and satisfaction with the learning approach. Accordingly, discussion and suggestions are provided for future research.
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