Can computational thinking be improved by using a methodology based on metaphors and scratch to teach computer programming to children?

Pérez‐Marín, Diana; Bacelo, Adrián; Pizarro, Celeste

doi:10.1016/j.chb.2018.12.027

Cited by 116 publications

(87 citation statements)

References 23 publications

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“…BİD becerisinin öğrencilere kazandırılması ve geliştirilmesi için farklı yöntem ve araçların kullanıldığı görülmektedir. Blok temelli programlama (Oluk vd., 2018;Papadakis, Kalogiannakis, & Zaranis, 2016;Pérez-Marín, Hijón-Neira, Bacelo, & Pizarro, 2018) ve eğitsel robotik setler (Angeli & Valanides, 2019; Atmatzidou & Demetriadis, 2016) BİD becerisinin geliştirilmesinde en sık kullanılan araçlar arasındadır. Bununla birlikte BİD becerisi açısından önemli görülen başka bir kavram da programlama eğitimidir (Alsancak Sırakaya, 2019; Kazimoglu, Kiernan, Bacon, & MacKinnon, 2011;Lye & Koh, 2014).…”

Section: Introductionunclassified

An Examinatıon Of The Computational Thinking Skills: Sample Of Vocational High Schools

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Günbatar

Sırakaya

2020

Kastamonu Eğitim Dergisi

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Bu araştırmada lise öğrencilerinin Bilgi-işlemsel Düşünme (BİD) becerileri incelenmiş ve BİD becerileri bazı değişkenler açısından karşılaştırılmıştır. Araştırmanın örneklemini meslek lisesinde öğrenim gören 591 öğrenci oluşturmaktadır. Öğrenciler %51.1'i yüksek, 44.3'ü orta ve %4.6'sı düşük düzeyde BİD becerisine sahiptirler. Araştırma sonuçları BİD becerilerinin cinsiyet, programlama dersi alma, programlama deneyimi ve bilgisayar sahipliği açısından farklılaşmadığını göstermiştir. Okul türü ve sınıf düzeyi açısından ise BİD ölçeğinin bazı alt boyutlarına göre farklılaşma vardır. Bu bulgular meslek liselerinde öğrenim gören öğrencilerin ortalama BİD düzeylerini ortaya koyması; okulların işbirliği ve eleştirel düşünme becerileri üzerindeki etkisini; BİD becerilerinin sınıf seviyesine bağlı olarak farklılaşabileceğini göstermesi açısından önem arz etmektedir.

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Section: Introductionunclassified

An Examinatıon Of The Computational Thinking Skills: Sample Of Vocational High Schools

Ibili

Günbatar

Sırakaya

2020

Kastamonu Eğitim Dergisi

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“…This result is in line with the result of the research conducted by Kalelioğlu (2018), revealing that there is increased importance given to programming teaching and that the research on the effects of programming teaching on computational thinking skill is a crucial subject matter for researchers. As a matter of fact, the literature review shows that it is possible to reach a great number of studies on the effects of programming teaching on computational thinking (Atmatzidou & Demetriadis, 2018;Djambong & Freiman, 2016;Nouri, Zhang, Mannila, & Noren, 2019;Pérez-Marín, Hijón-Neira, Bacelo and Pizarro, 2020;Portelance and Bers, 2015).…”

Section: Conclusion Discussion and Recommendationsmentioning

confidence: 99%

Türkiye’de Bilgi İşlemsel Düşünme Becerisi ile İlgili Yapılmış Lisansüstü Tezlerin Tematik ve Yöntemsel Eğilimleri

Elçiçek

2020

Sakarya University Journal of Education

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The purpose of this research is to analyse the thematic and methodological trends of computational thinking skills-related graduate theses in Turkey. Within the scope of this purpose, a total of 38 works, including 30 Master's and 8 doctoral studies, published in the National Thesis Centre database of YÖK (Council of Higher Education), were analysed using a document analysis model, one of the qualitative research methods. A descriptive content analysis technique was used to examine graduate theses. According to the results of the research, it has been concluded that the effects of programming teaching, robotics, and block-based visual programming on computational thinking skills are examined in graduate theses. It has been determined that a very limited number of design and development studies have been carried out to develop computational thinking skills. It has been observed that the majority of graduate theses were made in the field of Computer Education and Instructional Technology and most theses were published in 2019. It has been concluded that graduate theses are mostly designed by using the quantitative research method and quasi-experimental design, and secondary school sample profile is mostly preferred in the studies. However, it has been seen that the data collected by using a scale, interview, and observation data collection tools are analysed in accordance with predictive analysis techniques. As a result of the research, it has been recommended that design studies should be carried out in which qualitative or mixed research methods are used and especially pre-school sample profiles are preferred.

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“…Along with this, it is worth noting that in the works cited, the creative element has been considered as an essential, albeit auxiliary tool. In their work, Cross et al [43] synthesized frameworks to identify talents in CT and Engineering Design (ED) through the originally developed Arts & Bots program [40,44] combining robotics components, craft materials, a custom programming environment, and transdisciplinary curricula to bring creativity-oriented technology experiences to students. By training non-technical teachers to be aware of computer science and engineering component skills, the authors reasonably believe that the diversity of future STEM innovators can be improved, which is perfectly in line with the actual needs outlined in [45].…”

Section: Introductionmentioning

confidence: 99%

Computational Design Thinking and Physical Computing: Preliminary Observations of a Pilot Study

Dochshanov¹,

Tramonti²

2020

Robotics

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Today’s technological development inevitably defies educational approaches in terms of future demand for skills to be imparted. Among other skills, the capacity to operate and communicate effectively within multidisciplinary realms is duly considered as the fundamental one. Educational robotics (ER) and STEM do constitute a suitable framework for the development of these specific skills. Moreover, competences such as computational (CT) and design thinking (DT) have already been nominated as necessary to adapt to the future and relevant for innovation. The years of independent development and evidence of practical implementation justify the maturity of the related methodological approaches and emerging gradual shift towards their combination. In this regard, the actual work presents a pilot experience of the combined application of computational design thinking and educational robotics in the case of a 9-to-11-year-old target audience. The approach utilizes a novel platform developed under the project Coding4Girls combining design thinking and game-based learning and introduces physical computing through consecutive assembling and programming an IR-controlled robot-car. The core of the learning path consists in the development of primary programming skills and their gradual transfer into the physical realm. The method, as the study demonstrates, is capable of helping keep students both motivated and result-oriented throughout the duration of the course.

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Can computational thinking be improved by using a methodology based on metaphors and scratch to teach computer programming to children?

Cited by 116 publications

References 23 publications

An Examinatıon Of The Computational Thinking Skills: Sample Of Vocational High Schools

An Examinatıon Of The Computational Thinking Skills: Sample Of Vocational High Schools

Türkiye’de Bilgi İşlemsel Düşünme Becerisi ile İlgili Yapılmış Lisansüstü Tezlerin Tematik ve Yöntemsel Eğilimleri

Computational Design Thinking and Physical Computing: Preliminary Observations of a Pilot Study

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