Fostering Computational Thinking among Underrepresented Students in STEM

Leonard, Jacqueline; Thomas, Jakita O.; Ellington, Roni; Mitchell, Monica; Fashola, Olatokunbo S.

doi:10.4324/9781003024552

Cited by 4 publications

(3 citation statements)

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“…In addition, a lack of standard CT assessment, particularly for this age group and without extraneous barriers for neurodivergent learners, limits the interpretation of the results. Finally, because of our limited sample size, we were unable to disaggregate data further by race, gender, or other demographics that may impact students' engagement in CT (Ardito et al, 2020;Leonard et al, 2021), as well as the likelihood they identify or have been identified as a neurodivergent learner (Asbell-Clarke, 2023).…”

Section: Discussionmentioning

confidence: 99%

Including neurodiversity in computational thinking

Asbell-Clarke,

Dahlstrom-Hakki,

Voiklis

et al. 2024

Front. Educ.

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IntroductionThe foundational practices of Computational Thinking (CT) present an interesting overlap with neurodiversity, specifically with differences in executive function (EF). An analysis of CT teaching and learning materials designed for differentiation and support of EF show promise to reveal problem-solving strengths of neurodivergent learners.MethodsTo examine this potential, studies were conducted using a computer-supported, inclusive, and highly interactive learning program named INFACT that was designed with the hypothesis that all students, including neurodivergent learners, will excel in problem solving when it is structured through a variety of CT activities (including games, puzzles, robotics, coding, and physical activities) and supported with EF scaffolds. The INFACT materials were used in 12 treatment classrooms in grades 3–5 for at least 10 h of implementation. Pre-post assessments of CT were administered to treatment classes as well as 12 comparison classes that used 10 h of other CT teaching and learning materials. EF screeners were also used with all classes to disaggregate student results by quartile of EF.FindingsStudents using INFACT materials showed a significant improvement in CT learning as compared to comparison classes. Students with EF scores in the lower third of the sample showed the greatest improvement.DiscussionThis study shows promising evidence that differentiated activities with EF scaffolds situated across several contexts (e.g., games, puzzles, physical activities, robotics, coding) promote effective CT learning in grades 3–5.

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Section: Discussionmentioning

confidence: 99%

Including neurodiversity in computational thinking

Asbell-Clarke,

Dahlstrom-Hakki,

Voiklis

et al. 2024

Front. Educ.

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“…Por otro lado, debe tenerse en cuenta aportaciones como las de Leonard et al (2021), quienes recogen que los estudiantes de zonas rurales son un colectivo subrepresentado en las estrategias educativas de carácter STEAM y deben tenerse en cuenta sus características para el diseño de propuestas curriculares. En este sentido, y atendiendo a los resultados del análisis estadístico, se puede afirmar que las actividades musicales desenchufadas diseñadas en este estudio son idóneas para la fomentar el trabajo del Pensamiento Computacional en este colectivo.…”

Section: Discussionunclassified

Alfabetización Computacional: Actividades musicales desenchufadas sobre el Desafío Internacional de Bebras

Durán¹,

García-Fernández²,

Galán³

2023

Red

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Computer Literacy is a reality in current educational legislation. Within the STEAM competence approach, music education and the development of Computational Thinking (CT) are located in this discipline. In this work, unplugged musical activities are designed based on the Bebras challenges, and their effectiveness is evaluated in terms of CT development in students. A quasi-experimental study was carried out with pre-post test measures in a group of 220 Primary School students (experimental, N = 170; control, N = 50). The experimental group performed three blocks of unplugged musical activities. Computational Thinking Test using Bebras Problems (Lockwood and Moone, 2018) was used as an instrument. Variables of gender, course, environment and academic ability were taken into account. The results show a significant increase in CT in the experimental group at a general level and in the Bebras activities of medium and advanced levels of difficulty. Schoolchildren from the rural context showed higher scores in CT development compared to the urban one. No significant differences are observed in the rest of the variables. Finally, a higher level of correct answers was observed in "easy" activities, greater completion of "medium" activities and a decrease in both in "advanced" activities. La Alfabetización Computacional es una realidad en las legislaciones educativas actuales. Dentro del enfoque competencial STEAM, se ubica la educación musical y el desarrollo del Pensamiento Computacional (PC) en esta disciplina. En este trabajo se diseñan actividades musicales desenchufadas desde los desafíos de Bebras y se evalúa su eficacia en cuanto al desarrollo del PC en estudiantes. Se realizó un estudio cuasi-experimental con medidas pre-post test en un grupo de 220 escolares de Educación Primaria (experimental, N = 170; control, N = 50). El grupo experimental realizó tres bloques de actividades musicales desenchufadas. Como instrumento se utilizó Computational Thinking Test using Bebras Problems (Lockwood y Moone, 2018). Se tuvieron en cuenta variables de género, curso, entorno y capacidad académica. Los resultados muestran aumento significativo del PC en el grupo experimental a nivel general y en las actividades de Bebras de niveles medio y avanzado de dificultad. Los escolares de contexto rural mostraron puntuaciones mayores en el desarrollo del PC en comparación con el urbano. No se observan diferencias significativas en el resto de variables. Por último, se observó mayor nivel de respuestas correctas en actividades “fáciles”, mayor cumplimentación de actividades “medias” y descenso de ambas en actividades “avanzadas”.

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“…[24]), due to the quality of the variables (e.g. [25]), papers (e.g. Bell & Bell, 2018), books (e.g.…”

Section: Screeningmentioning

confidence: 99%

STEM and STEAM Affects Computational Thinking Skill: A Systematic Literature Review

Syafe'i,

Hayuni Retno Widarti,

I Wayan Dasna

et al. 2024

Orbital: Electron. J. Chem.

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STEM (Science, Technology, Engineering, and Mathematics) dan STEAM (Science, Technology, Engineering, Arts, and Mathematics) melawan CT (Computational Thinking) berperan penting dalam pembelajaran sains. Penelitian ini bertujuan untuk melihat penelitian terbarukan terkait pengaruh STEM dan STEAM terhadap kemampuan CT. Kajian dilakukan berdasarkan 3 tahapan metode Systematic Literature Review (SLR): identifikasi, prosedur penyaringan (pre-processing, abstract screening, dan text filtering), dan pemetaan data. Hasil kajian literatur diperoleh dari 12 artikel dengan distribusi terbanyak pada tahun 2020 (n=5), terindeks Scopus Q1 (n=9), menerapkan metode penelitian mixed methods (n=6), dan diterapkan pada jenjang pendidikan dasar (n =6). Kemudian, instrumen yang paling banyak digunakan adalah tes Computational thinking (n=6) pada dimensi-dimensi penting penilaian CT berupa problem solving, abstraction, algorithmic thinking, critical thinking, creative dan cooperative; terintegrasi dalam kegiatan berbasis proyek dengan model desain game (n=2), menghasilkan proyek terbanyak dalam bentuk robot (n=4), dan keseluruhan kegiatan pembelajaran STEM dan STEAM berdampak positif pada CT. Berdasarkan temuan tersebut, dapat disimpulkan bahwa kegiatan STEAM mampu memberikan efek yang lebih besar dibandingkan STEM karena adanya “Art”. dan keseluruhan kegiatan pembelajaran STEM dan STEAM berdampak positif pada CT. Berdasarkan temuan tersebut, dapat disimpulkan bahwa kegiatan STEAM mampu memberikan efek yang lebih besar dibandingkan STEM karena adanya “Art”. dan keseluruhan kegiatan pembelajaran STEM dan STEAM berdampak positif pada CT. Berdasarkan temuan tersebut, dapat disimpulkan bahwa kegiatan STEAM mampu memberikan efek yang lebih besar dibandingkan STEM karena adanya “Art”.

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Fostering Computational Thinking among Underrepresented Students in STEM

Cited by 4 publications

References 0 publications

Including neurodiversity in computational thinking

Including neurodiversity in computational thinking

Alfabetización Computacional: Actividades musicales desenchufadas sobre el Desafío Internacional de Bebras

STEM and STEAM Affects Computational Thinking Skill: A Systematic Literature Review

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