Towards a model of progression in computational empowerment in education

Hui-chun²,

et al. 2022

Front. Psychol.

The twenty-first century is arguably the century of computing. In such a world saturated by computing, Computational Thinking is now recognized as a foundational competency for being an informed citizen and being successful in STEM work. Nevertheless, how to effectively import different types of teaching methods in university courses (lecture based learning, project based learning) is subjected to further evaluation. Currently, the arguments in favor of tangible robots including high interaction, great practicality, and specific operation results make themselves to be often used as a teaching medium and tool for teaching activities between teachers and students. Hence, in addition to cultivating students with computational thinking ability, this paper discussed how to integrate tangible robots into project-based learning courses of thinking skills training to improve the learning performance of the computational thinking ability. This study conducted in one semester on the 105 students from three classes. Experimental results show that the project-based learning method integrated with the teaching material of robotic visual programs approach had significantly better effectiveness in improving students' learning achievements than the traditional teaching method integrated with paper practice teaching materials approach. Analysis of the questionnaire results showed that the proposed learning approach did not increase the students' cognitive burden. In sum, the proposed approach helps students' learning achievement and cognitive load.

Section: Introductionmentioning

confidence: 99%

Teaching the Concept of Computational Thinking: A STEM-Based Program With Tangible Robots on Project-Based Learning Courses

Hui-chun²,

et al. 2022

Front. Psychol.

“…pemahaman umum yang jelas tentang apa arti Empowering dalam Computation Empowering. (Kaspersen et al, 2021).…”

Section: Pendidikan Respondenunclassified

Analisis faktor-faktor yang mempengaruhi tingkat keberdayaan perempuan

Edang Juliana,

Tuti Gantini,

Nataliningsih

et al. 2023

AGRIVET

This study aims to analyze the factors that influence the level of women's empowerment. The method used is survey research with a quantitative verification approach. The research was conducted in Indramayu Regency, using the Multiple Stage Sampling technique. Five (5) sub-districts were taken from 31 sub-districts, and 20 respondents were randomly selected from each sub-district so that the total number was 100 women respondents. Individual characteristics, competence, and availability of information are exogenous variables while the endogenous variable is the level of women's power. Analysis using Structural Equation Modeling (SEM), with calculations assisted by Smart PLS 4 software. The validity test was carried out to see valid indicators based on the loading factor value > 0.5, the reliability test was carried out on the research variables, and the SEM model was obtained in iteration 2. The results showed that individual characteristic variables, competence, and information availability contributed 61% to women's empowerment level. Individual characteristics have a positive effect of 0.77 and are significant on the level of women's empowerment. Women's competence needs to be increased, as well as the availability of information so that women can play an active role and increase their involvement in the economy and development.

Journal of Educational Computing Research

“…Indeed, SOLO has been also used in the broader context of computational thinking, for designing and evaluation learning tasks (L. Lin et al, 2017; Parmar et al, 2022). Recently, Kaspersen et al (2021) explicitly demonstrated how a computational thinking program can promote young learners across all the dimensions of Brennan and Resnick’s (2012) framework by addressing all levels of SOLO taxonomy. Importantly, Kasperson et al emphasized that each of Brennan and Resnick’s dimensions (concepts, practices, perspectives) could be promoted at each of SOLO levels (unistructural, multistructural, relational, and extended abstract).…”

Section: Literature Reviewmentioning

confidence: 99%

Types of Errors in Block Programming: Driven by Learner, Learning Environment

Ben-Yaacov

Hershkovitz

2022

Block programming has been suggested as a way of engaging young learners with the foundations of programming and computational thinking in a syntax-free manner. Indeed, syntax errors—which form one of two broad categories of errors in programming, the other one being logic errors—are omitted while block programming. However, this does not mean that errors are omitted at large in such environments. In this exploratory case study of a learning environment for early programming (Kodetu), we explored errors in block programming of middle school students ( N = 123), using log files drawn from a block-based online. Analyzing 1033 failed executions, we found that errors may be driven by either learners’ knowledge and behavior, or by the learning environment design. The rate of error types was not associated with the learners’ and contextual variables examined, with the exception of task complexity (as defined by SOLO taxonomy). Our findings highlight the importance of learning from errors and of learning environment design.