Trends in tools used to teach computational thinking through elementary coding

Rich, Peter J.; Bartholomew, Scott R.; Daniel, David E.; Dinsmoor, Kenzie; Nielsen, Meagan; Reynolds, Connor; Swanson, Meg; Winward, Ellyse; Yauney, Jessica

doi:10.1080/15391523.2022.2121345

Cited by 8 publications

(5 citation statements)

References 55 publications

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“…En respuesta a la primera pregunta de investigación que examina cuáles son las áreas STEAM que se trabajan a través de los e-textiles y con qué tecnologías, los resultados de la revisión evidencian que se han utilizado con eficacia en todas las áreas STEAM, ya que la creación de estos proyectos involucra las múltiples disciplinas de la informática, la ingeniería y las artes. En la mayoría de los estudios, el alumnado explora en estos tres dominios que se entrelazan: codificación, elaboración y circuitos, siendo esto, al igual que ocurre con la robótica educativa, beneficioso para el desarrollo del pensamiento computacional (Rich et al, 2022). En cualquier caso, los e-textiles presentan ejemplos particularmente convincentes de herramientas de aprendizaje transparentes y de alta calidad, ya que hacen que la tecnología sea visible para el alumnado (Kafai y Peppler, 2014).…”

Section: Discusión Y Conclusionesunclassified

E-textiles para la educación STEAM en educación primaria: una revisión sistemática

Guimeráns-Sánchez,

Alonso-Ferreiro,

Zabalza-Cerdeiriña

et al. 2023

RIED

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El creciente interés por implementar la educación maker ha puesto de relieve que los textiles electrónicos (e-textiles) ofrecen numerosas posibilidades en el ámbito educativo. El artículo se basa en la metodología de revisión sistemática con el objetivo de caracterizar la producción científica relacionada con el uso educativo de los e-textiles en educación primaria1 como elemento de acción en actividades que buscan despertar diversos conocimientos, habilidades y destrezas en el aprendizaje competencial de Ciencia, Tecnología, Ingeniería, Arte y Matemáticas (STEAM). La revisión se realiza entre los años 2006 al 2021 siguiendo los estándares PRISMA. Se consultaron cuatro bases de datos de reconocido prestigio internacional (Scopus, ERIC, WoS y ACM), encontrando, tras el cribado, 483 artículos, de los cuales se seleccionaron los 35 que cumplían con los criterios de elegibilidad establecidos. Los resultados y discusión arrojan que la mayoría de los estudios se desarrollan en la educación no formal, siendo el kit LilyPad la herramienta de uso predominante. Se evidencian datos de la eficacia del uso de e-textiles para el aprendizaje de computación, circuitos, el pensamiento computacional. Existen numerosos estudios que determinan que los e-textiles promueven el fomento de la equidad y el aprendizaje competencial STEAM, siendo un campo dominado por la autoría femenina. Nuestro estudio concluye que el uso de los e-textiles en actividades educativas para estudiantes de 6 a 13 años, promueve habilidades en todas las áreas STEAM, en contextos formales y no formales, utilizando metodologías que fomentan la participación entre el alumnado y el aprendizaje competencial.

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Section: Discusión Y Conclusionesunclassified

E-textiles para la educación STEAM en educación primaria: una revisión sistemática

Guimeráns-Sánchez,

Alonso-Ferreiro,

Zabalza-Cerdeiriña

et al. 2023

RIED

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“…Some research on professional development in CT has also explored its potential to impact teacher efficacy for integrating CT into science classrooms or lessons. For example, Rich et al (2021) noted that elementary teachers ( N = 122) who participated in a year‐long professional development program on coding and CT demonstrated significant increases in their teacher efficacy for computing. In another instance, researchers held a 4‐day professional development session for teachers in grades K‐8 ( N = 69); teachers' confidence in their ability to support their students in developing CT skills increased significantly after the professional development (Bower et al, 2017).…”

Section: Data Practices and Computational Thinkingmentioning

confidence: 99%

High school biology teachers’ integration of computational thinking into data practices to support student investigations

et al. 2022

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In the United States, the Next Generation Science Standards advocate for the integration of computational thinking (CT) as a science and engineering practice. Additionally, there is agreement among some educational researchers that increasing opportunities for engaging in computational thinking can lend authenticity to classroom activities. This can be done through introducing CT principles, such as algorithms, abstractions, and automations, or through examining the tools used to conduct modern science, emphasizing CT in problem solving. This cross‐case analysis of nine high school biology teachers in the mid‐Atlantic region of the United States documents how they integrated CT into their curricula following a year‐long professional development (PD). The focus of the PD emphasized data practices in the science teachers' lessons, using Weintrop et al.'s definition of data practices. These are: (a) creation (generating data), (b) collection (gathering data), (c) manipulation (cleaning and organizing data), (d) visualization (graphically representing data), and (e) analysis (interpreting data). Additionally, within each data practice, teachers were asked to integrate at least one of five CT practices: (a) decomposition (breaking a complex problem into smaller parts), (b) pattern‐recognition (identifying recurring similarities in data practices), (c) algorithms (the creation and use of formulas to predict an output given a specific input), (d) abstraction (eliminating detail in order to generalize or see the “big picture”), and (e) automation (using computational tools to carry out specific procedures). Although the biology teachers integrated all CT practices across their lessons, they found it easier to integrate decomposition and pattern recognition while finding it more difficult to integrate abstraction, algorithmic thinking, and automation. Implications for designing professional development experiences are discussed.

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“…There is a consensus to apply programming instruction to develop the computational thinking of K-12 students [46]. The literature analysis found that various factors influence the successful development of computational thinking in programming activities.…”

Section: That Influence the Development Of Computational Thinkingmentioning

confidence: 99%

Embodied design: A framework for teaching practices focused on the early development of computational thinking

Deng

Guo

Cheng

et al. 2022

Comp Applic In Engineering

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Computational thinking, as an essential competency for the future development of citizens, is an important goal of computer science instruction. Although studies have shown that early exposure to computer programming is beneficial for improving computational thinking, current programming instruction does not systematically consider the factors that influence the development of computational thinking. To promote the early development of computational thinking, we analyzed the main factors that influence the development of computational thinking in terms of learners' cognitive level, instructional content, and technological environment. Therefore, this study proposes a teaching framework for developing computational thinking based on embodied cognitive theory. This teaching framework shows how to choose a suitable technological environment, design the appropriate content and apply adequate methods to effectively promote students' computational thinking development.

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Trends in tools used to teach computational thinking through elementary coding

Cited by 8 publications

References 55 publications

E-textiles para la educación STEAM en educación primaria: una revisión sistemática

E-textiles para la educación STEAM en educación primaria: una revisión sistemática

High school biology teachers’ integration of computational thinking into data practices to support student investigations

Embodied design: A framework for teaching practices focused on the early development of computational thinking

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