Teacher development in integrated STEM education: Design of lesson plans through the lens of computational thinking

Mumcu, Filiz Kuşkaya; Uslu, Nilüfer Atman; Yıldız, Bahadır

doi:10.1007/s10639-022-11342-8

Cited by 7 publications

(5 citation statements)

References 46 publications

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“…In addition, the teacher of the relevant discipline and the CS teacher can collaborate in overcoming the difficulties encountered in such activities. Such collaborations significantly differ in the design of learning and teaching processes (Mumcu, Uslu, & Yıldız, 2023). The priority in integrating disciplines is the collaboration of colleagues from different disciplines (Mumcu, Uslu, Özdinç, & Yıldız, 2022).…”

Section: Discussionmentioning

confidence: 99%

Integrating computational thinking into mathematics education through an unplugged computer science activity

Mumcu

KIDIMAN>

Özdinç

2023

JPR

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Integrating computational thinking (CT) into various disciplines via computer science (CS) methods such as unplugged, block-based, text-based, and physical programming is a trending topic in educational sciences. This study presents a perspective on implementing an unplugged computer science activity to integrate CT into mathematics education. This study aims to examine the integration of CT into mathematics education, its classroom practice, and the opinions of students and pre-service teachers towards the unplugged CS activity. For this purpose, we developed an unplugged CS activity, which includes CT components, computer science and mathematics education achievements. The unplugged CS activity is a problem of transmitting data most efficiently and accurately between transmitter and receiver. The researchers trained twelve pre-service mathematics teachers to implement this activity in realclassroom environments. The pre-service teachers implemented the unplugged CS activity with 80 students in four classes. CT components were considered in the activity design. The students performed data collection, data analysis, decomposition, pattern recognition, algorithm design, and testing and debugging, which are components of CT, during the activity. Middle school students stated that they had enjoyed the activity and that this activity made the mathematics learning process satisfying. They established a relationship between the activity and mathematics education, besides, they needed help connecting it with CS concepts. Pre-service teachers stated that they had challenges in classroom management during the activity. Classroom management should be a part of teacher education in designing and implementing CT-integrated lessons. Courses containing classroom management, CS activity design and implementation should be developed for pre-service teachers based on theory and practice within their discipline.

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Section: Discussionmentioning

confidence: 99%

Integrating computational thinking into mathematics education through an unplugged computer science activity

Mumcu

KIDIMAN>

Özdinç

2023

JPR

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“…The use of these terms considered to gather relevant data that de ne the world guided by CT to leverage educational sustainability in the 21 st century. Twenty-three (23) documents were found and were exported to CSV le and later imported to MS Excel. The Scopus bibliometric data was imported into VosViewer.…”

Section: Methodsmentioning

confidence: 99%

A Bibliometric Review Leveraging the use of Computational Thinking for educational sustainability in STEM subjects: A Framework for Teaching and Learning in the 21st Century.

Dewa

2024

Preprint

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Computational Thinking (CT) has been recognised as an innovation framework to solve abstract problems to manageable tasks. In manufacturing industry, it plays a significant role to develop some working systems and application. Similarly, in teaching and learning, educators may apply this technique to unpack a rather challenging problem to solve into a more granularly structured concept that is easier to understand. This study uses a bibliometric method that build firm foundations on how school educators can integrate CT in their classroom instruction to advance some novel and meaningful ways of teaching. The data used was gathered from the Scopus database. Keywords such as “computational thinking,” “educational sustainability” and “teaching and learning” were used to extract papers from the database. Boolean operators such as ‘AND’ and ‘OR’ were used as wildcards to assist the searching of journals and conference proceedings in the related field. VOSviewer was used to prepare a co-authorship and co-occurrence map based on the bibliographic data gathered. The findings from the review of the literature indicates a huge knowledge gap in teaching using CT approach compared to a ‘common approach’ or ‘traditional’ way of teaching. Although CT approach is often used in computer science and related fields, it can also be used in other subjects, particularly, STEM subjects. The limitation of the study is that only one database, Scopus, was used to gather data. Despite the use of a single database, the findings open a novel knowledge gap that can be explored to enhance teaching and learning approach.

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“…Curricular integration is an approach in education related to the interdisciplinarity of the contents represented in a coherent and interrelated way (Mumcu et al, 2023). Instead of teaching content in isolation, curricular integration aims to connect different topics so that students study their relationships and develop critical and creative thinking skills.…”

Section: Teacher Training In Universalization Of Computational Thinki...mentioning

confidence: 99%

Impact of teacher training in computational thinking on educational innovation and use of Artificial Intelligence

Vidal,

García,

González

2024

Preprint

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The increase in virtual educational spaces has meant that teachers develop digital skills required in the 21st century. However, few studies explore teacher training in virtual environments linked to the concept of universalization of computational thinking to improve their performance in virtual teaching environments. The objective of this work is to analyze the impact of teacher training in universalization of computational thinking to enhance educational innovation in virtual teaching environments and the use of artificial intelligence (AI). Supported by the Google Scholar, Scopus and Springerlink databases, a systematic review of 75 scientific publications was carried out, using quantitative and qualitative scientific methods, as well as the Prism Model, which allowed organizing quality and selection criteria. The results show that the definition of computational thinking changes as its understanding materializes and develops in new generations of teachers based on a contemporary vision of the concept applied to all citizens. The curricular integration of programming and robotics in teacher training improves their digital literacy. At the same time, the educational practices resulting from the dual dialectic: experiment-conceptualize and act-reflect, supported by Kold's model, could favor educational innovation and the use of AI in educational environments within an ethical and social framework. The TRACK model is pointed out as a strategy to implement computational thinking in teacher training, considering three types of knowledge (namely: technological, pedagogical and the contents of the discipline) necessary for STEAM education, as well as improving teacher performance. in virtual teaching environments.

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Teacher development in integrated STEM education: Design of lesson plans through the lens of computational thinking

Cited by 7 publications

References 46 publications

Integrating computational thinking into mathematics education through an unplugged computer science activity

Integrating computational thinking into mathematics education through an unplugged computer science activity

A Bibliometric Review Leveraging the use of Computational Thinking for educational sustainability in STEM subjects: A Framework for Teaching and Learning in the 21st Century.

Impact of teacher training in computational thinking on educational innovation and use of Artificial Intelligence

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