Improving the Computational Thinking Pedagogical Capabilities of School Teachers

Bower, Matt; Wood, Leigh N.; Lai, Jennifer W. M.; Howe, Cathie; Lister, Raymond; Mason, Raina; Highfield, Kate; Veal, Jennifer

doi:10.14221/ajte.2017v42n3.4

Cited by 143 publications

(74 citation statements)

References 47 publications

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“…Therefore, it was essential to conduct a practical activity to train students in abstracting a specific problem; also, to grasp concepts based on their accumulated experience. It aligned with Bower et al (2017), who stated that CT skills could be improved through professional learning, such as centralization on students through selfconceptual investigation.…”

Section: Resultsmentioning

confidence: 56%

“…In contrast, control class learning was done classically using lecturer handouts through joint discussion. Teaching materials containing investigation, analysis, and modeling activities to solve phenomena contribute to CT students (Bower et al, 2017).Through inquiry, CT skills eased individuals to solve problems (Gao, 2011). According to Mishra et al (2013) that CT can move students from being consumers of technology to creating new forms of expression by fostering creativity.…”

Section: Resultsmentioning

confidence: 99%

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Developing Scientific Literacy-Based Teaching Materials to Improve Students’ Computational Thinking Skills

Fakhriyah

Masfuah

Mardapi

2019

JPII

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Computational thinking and scientific literacy are competencies compulsorily required by pre-service primary teachers in the 21st century. This study aimed to examine the effectiveness of scientific-based teaching materials that have been developed in improving the computational thinking skills of Primary School Education Department students of UniversitasMuria Kudus Indonesia. This research employed the Research & Development (R & D) procedure, which includes three stages, namely preliminary studies, development, and validation. In the validation stage, the scientific literacy-based materials were applied in large-scale trials with quasi-experimental control groups design for the fourth-semester students of Primary School Education Department in the academic year of 2018/2019, where class 4A as the control group and class 4C as the experimental group were taken randomly. The experimental class consisted of 44 students, while the control class consisted of 46 students. After being given the treatment, the two classes were given a post-test to examine its effectiveness. Based on the hypothesis testing using the right t-test, it has a tcountof 2,215 and ttableof 1.99. Thus, it could be concluded that the teaching materials of the developed scientific literacy concepts were effective in improving the students' computational thinking skills.

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Section: Resultsmentioning

confidence: 56%

Section: Resultsmentioning

confidence: 99%

Developing Scientific Literacy-Based Teaching Materials to Improve Students’ Computational Thinking Skills

Fakhriyah

Masfuah

Mardapi

2019

JPII

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“…This raises also a number of questions, including how to integrate computational thinking into the curriculum (e.g. Sentance & Csizmadia, 2015;Voogt et al, 2015), how CT can be embedded in a pedagogical framework integrated with the STEM epistemology (Psycharis, 2018), which didactic model should be appropriate for its inclusion, and what computational tools and computational methods are appropriate for the school education settings (Bower et al, 2017;Psycharis & Kotzampasaki, 2017). held in more than 50 countries, and it includes questions that are differentiated according to their level of difficulty (Α, Β, C) and to the age group of students (six different groups of ages are included).…”

Section: Introductionmentioning

confidence: 99%

The Impact of a STEM Inquiry Game Learning Scenario on Computational Thinking and Computer Self-confidence

Psycharis

Kotzampasaki

2019

EURASIA J MATH SCI T

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Computational thinking is an ability which is considered to be essential for the process of problem solving in every science. The current empirical research aims to study the impact of a STEM content Inquiry based scenario using computational tools and educational games, regarding computational thinking (CT) and confidence for "computers use" of 115 students of Greek public schools of the 5 th -6 th grade. For the needs of this research, a didactic scenario was developed and implemented, using computational tools, such as the Arduino microcontroller, RGB Led's while a computational model was designed and implemented. The assessment of computational thinking improvement and confidence for computers use was conducted with the use of questionnaires that were administered before and after the intervention. The findings indicate a positive influence of the intervention on the dimensions of computational thinking in the experimental group. The findings can be applied to educational settings that integrate STEM in the teaching sequence in order to enhance students' confidence with computational experiments.

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“…They propose that "schools could organize support groups that include peer learning and teaching buddies" and also point out the role of academia and industry to fill this obvious gap. By attending the workshop, teachers gained a better understanding and the authors argue "it is possible for teachers to build up their confidence level ... in quite a short period of time" [32] (p. 15). To understand the importance of CT in schools, training should start in early educational grades; only then the basic concepts of CT can be fully understood and appreciated [33].…”

Section: Teaching the Teachersmentioning

confidence: 99%

The Missing Link to Computational Thinking

Pollak

Ebner

2019

Future Internet

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After a lengthy debate within the scientific community about what constitutes the problem solving approach of computational thinking (CT), the focus shifted to enable the integration of CT within compulsory education. This publication strives to focus the discussion and enable future research in an educational setting with a strong focus on the Austrian circumstances and the goal to allow wide international adoption later on. Methodically, a literature review was conducted to gain knowledge about the current strands of research and a meta study to show the diversity of proposed and materialized studies. Three main questions were answered, establishing that CT as an idea is rooted in scientific literature dating back to the 1980s and grew in popularity after Wing introduced the concept to a broader audience. A number of authors contributed to the current state of the field, with the most cited review coming from Grover and Pea. The challenge to integrate CT in curricula around the world was met by many experiments and case studies but without a conclusive framework as of yet. Ultimately, this paper determines that expert integration is a blank spot in the literature and aims to create a strong, inclusive path to CT education by inviting practitioners.

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Improving the Computational Thinking Pedagogical Capabilities of School Teachers

Cited by 143 publications

References 47 publications

Developing Scientific Literacy-Based Teaching Materials to Improve Students’ Computational Thinking Skills

Developing Scientific Literacy-Based Teaching Materials to Improve Students’ Computational Thinking Skills

The Impact of a STEM Inquiry Game Learning Scenario on Computational Thinking and Computer Self-confidence

The Missing Link to Computational Thinking

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