Principles of Computational Thinking Tools

Repenning, Alexander; Basawapatna, Ashok; Escherle, Nora

doi:10.1007/978-3-319-52691-1_18

Cited by 22 publications

(17 citation statements)

References 32 publications

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“…The availability of the hybrid interface offers younger learners the opportunity to select developmentally appropriate means for expressing their thoughts. Designers may also want to establish and embed a systematic problem-solving or troubleshooting process (e.g., problem formulation, solution expression and evaluation) into the technologies to help scaffold the learning process for young learners (Repenning, Basawapatna, & Escherle, 2017).…”

Section: Future Directionsmentioning

confidence: 99%

Developing Computational Thinking with Educational Technologies for Young Learners

2018

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This article aims to provide an overview of the opportunities for developing computational thinking in young learners. It includes a review of empirical studies on the educational technologies used to develop computational thinking in young learners, and analyses and descriptions of a selection of commercially available technologies for developing computational thinking in young learners. The challenges and implications of using these technologies are also discussed.

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Section: Future Directionsmentioning

confidence: 99%

Developing Computational Thinking with Educational Technologies for Young Learners

2018

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“…They repeated this trial and error process until they succeeded. Chiazzese et al (2017) added a narrative stage for elementary students at the beginning of the teaching process of computational thinking as suggested by Repenning et al (2017). Based on problem-based learning, Repenning et al (2017) developed three stages of teaching computational thinking: abstraction for problem formulation, automation for solution expression, and analysis for execution and evaluation.…”

Section: Reflecting On Mistakesmentioning

confidence: 99%

“…Chiazzese et al (2017) added a narrative stage for elementary students at the beginning of the teaching process of computational thinking as suggested by Repenning et al (2017). Based on problem-based learning, Repenning et al (2017) developed three stages of teaching computational thinking: abstraction for problem formulation, automation for solution expression, and analysis for execution and evaluation. Considering the elementary students' age, a storyline stage with a narrative description of characters and events in a story was added to the three stages by Chiazzese et al (2017).…”

Section: Reflecting On Mistakesmentioning

confidence: 99%

Revisiting Second Graders’ Robotics with an Understand/Use-Modify-Create (U<sup>2</sup>MC) Strategy

Baek

Wang

Yang

et al. 2019

European Journal of STEM Education

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This study, a sub-study of a National Science Foundation (NSF) funded research project, applies a modified strategy of the U 2 MC for an eight-week afterschool robotics curriculum to promote upper elementary students' computational thinking in the second grade. Twenty-one students in second grade participated in a Life on Mars project which lasted for ten days with one class hour per day. They participated in activities learning coding concepts, basics of robotics, as well as exploring life on Mars. Most notably, the study found a significant increase in participants' computational thinking skills. In addition, participants came to understand basic robotics, including operation, composites, and codes. Implications for future research and robotics curriculum design are discussed in the presentation.

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“…According to research, academic success significantly impacts CT (Durak & Saritepeci, 2018;Kalelioglu et al, 2016;Lei et al, 2020). In the literature, the impact of CT on STEM (Günbatar & Bakırcı, 2019;Repenning et al, 2017;Wilensky & Reisman, 2006) and the importance of CT in STEM have been well documented (García-Peñalvo & Mendes, 2018;Henderson et al, 2007;Sengupta et al, 2013;Wilensky & Reisman, 2006). Studies showed CT deepen students' understanding of STEM (Grover & Pea, 2013;Riley & Hunt, 2014;Sırakaya et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Computational Thinking in STEM Education among Matriculation Science Students

Law

Karpudewan

Zaharudin

2021

APJEE

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In the advent of the rapid technological advancement of The Fourth Industrial Revolution (4IR), computational thinking is recognised as an essential skill in the 21st century across all disciplines, especially in STEM, as it trains students to have the cognitive flexibility to deal with complex problem-solving. Computational thinking (CT) is naturally embedded in STEM practices in the reflection of creativity, algorithmic thinking, critical thinking, problem solving and cooperation skills. This study aimed to measure the level of computational thinking in science matriculation students and examine the effect of gender and academic achievement in STEM on CT. The convenient sampling strategy was used to identify one matriculation college in the northern region of Malaysia to participate in the study. (CTS) instrument was employed on 153 science students. Descriptive analysis was used to evaluate the level of CT. One-way multivariate analysis of variance (MANOVA) was performed to analyse the main effect of academic achievement in STEM on CT, followed by univariate analysis of variance (ANOVA) to determine the effect on each of the dimensions of CT. The result indicates that students have a medium high level of CT with an overall mean of 3.51. In addition, the findings showed that there was a statistically significant effect of academic achievement in STEM on CT. The mean score for academic achievement revealed that good students scored the highest, followed by average students and weak students in all dimensions of CT except for cooperation. This study will provide insight into the impact of STEM learning outcomes on the development of CT to inform instructional design.

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Principles of Computational Thinking Tools

Cited by 22 publications

References 32 publications

Developing Computational Thinking with Educational Technologies for Young Learners

Developing Computational Thinking with Educational Technologies for Young Learners

Revisiting Second Graders’ Robotics with an Understand/Use-Modify-Create (U<sup>2</sup>MC) Strategy

Computational Thinking in STEM Education among Matriculation Science Students

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