Computational Thinking Relationship with Digital Competence

Juškevičienė, Anita; Dagienė, Valentina

doi:10.15388/infedu.2018.14

Cited by 53 publications

(47 citation statements)

References 20 publications

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“…Furthermore, programming robotics with blocked-based apps saves the students from the difficulties of traditionally complex text-based languages [18,19]. The pedagogical strategy of using educational robotics has been referred to in many studies as a powerful approach to teaching and learning programming, to developing CT skills, to developing 21st-century skills [9,20], and to developing reading and writing literacy [35]. The main results of this study are totally aligned with that perspective.…”

Section: Implications For Pre-service Teacher Educationsupporting

confidence: 67%

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On Teaching Programming Fundamentals and Computational Thinking with Educational Robotics: A Didactic Experience with Pre-Service Teachers

et al. 2020

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This study aims to analyze how pre-service informatics teachers design learning scenarios with robotics to teach programming fundamentals and to promote computational thinking skills. A descriptive and exploratory case study design was implemented with 26 pre-service informatics teachers. Data were collected from the participants using qualitative and quantitative instruments. The main results pointed out the affordances and possibilities of the use of learning scenarios with robotics to teach programming fundamentals and to promote computational thinking skills as well as a strong path to promote the application of contents of the other Science, Technology, Engineering, Arts and Mathematics (STEAM) areas. Another significant finding was the impact of the didactic experience on the level of interest and self-confidence of the pre-service teachers in using robotics for teaching purposes. The results showed the importance of these didactics experiences to the pre-service teachers preparation and to apply the pedagogic approaches they have learned in theory in practical activities and to transfer this knowledge to new pedagogical situations and problems.

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Section: Implications For Pre-service Teacher Educationsupporting

confidence: 67%

“…The core principles of CT are in line with the main attributes of 21st-century skills, such as (collaborative) problem-solving, critical thinking, creativity, communication, innovation, collaboration [7,8], and digital competences [9].…”

Section: Flow Controlmentioning

confidence: 86%

On Teaching Programming Fundamentals and Computational Thinking with Educational Robotics: A Didactic Experience with Pre-Service Teachers

et al. 2020

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“…CT can be seen as one of the constructionist methods (like problem‐based learning), which allows students to learn about a subject by exposing them to multiple problems and asking them to construct their understanding of objects of the subject through these problems [19]. The pioneer of constructionism, Papert [31], has expanded the theory of constructivism by stating that learning is best when the learner actively develops objects of the real world (e.g., a sandcastle, an automatic watering system), and not just ideas or knowledge that deliberately engages in design.…”

Section: Introductionmentioning

confidence: 99%

Computational thinking development through physical computing activities in STEAM education

Juškevičienė

Stupurienė

Jevsikova

2020

Comp Applic In Engineering

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The importance of computational thinking (CT) development has increased during the last decade. There is a need to understand what to teach from computational thinking perspectives, as well as what types of activities and learning content topics to use in the classroom. Current students' generation is looking for engaging, motivating learning activities with immediate results and feedback. The paper presents the design process of the strategy for CT abilities development. The proposed strategy has been implemented in practice to identify its suitability for successful CT development within Science, Technology, Engineering, Arts, and Mathematics (STEAM) education. The strategy is accompanied by teaching materials for computational making activities with Arduino. The proposed strategy contributes to Engineering education as an essential part of STEAM and usually not included in the basic and secondary school curriculum as a separate subject. Pre‐ and postsurvey were conducted with basic school students to identify the effect of the strategy implementation on the development of CT abilities. The findings of this study showed a statistically significant increase in CT literacy in 14 abilities from seven dimensions: computing artifact, decomposition, abstraction, algorithm, communication and collaboration, computing and society, and evaluation. The implications of this study include the practical usage of the strategy in plan class activities for STEAM subjects in basic school to develop particular CT abilities.

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“…Computational thinking and some of the concepts related to it (coding, programming, and algorithms) have been conceptualized as a new digital literacy, fundamental for the XXI century (European Commission, 2018). Indeed, as stated by Juškevičienė and Dagienė (2018), digital competence and computational thinking have a lot in common. According to the Common Framework of Digital Teacher Competence published by the INTEF (2017), of the Ministry of Education, Culture and Sport of Spain, programming is a part of this teaching competence, within the area of "Digital Content Creation", so, the universities must rethink what training actions have to carry out to properly work this competence during initial teacher training.…”

Section: Introductionmentioning

confidence: 99%

The Development of Computational Thinking in Student Teachers through an Intervention with Educational Robotics

et al. 2019

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Aim/Purpose: This research aims to describe and demonstrate the results of an intervention through educational robotics to improve the computational thinking of student teachers. Background: Educational robotics has been increasing in school classrooms for the development of computational thinking and digital competence. However, there is a lack of research on how to prepare future teachers of Kindergarten and Elementary School in the didactic use of computational thinking, as part of their necessary digital teaching competence. Methodology: Following the Design-Based Research methodology, we designed an intervention with educational robots that includes unplugged, playing, making and remixing activities. Participating in this study were 114 Spanish university students of education. Contribution: This research helps to improve the initial training of student teachers, especially in the field of educational robotics. Findings: The student teachers consider themselves digital competent, especially in the dimensions related to social and multimedia aspects, and to a lesser extent in the technological dimension. The results obtained also confirm the effectiveness of the intervention through educational robotics in the development of computational thinking of these students, especially among male students. Recommendations for Practitioners: Teacher trainers could introduce robotics following these steps: (1) initiation and unplugged activities, (2) gamified activities of initiation to the programming and test of the robots, (3) initiation activities to Scratch, and (4) design and resolution of a challenge. Recommendation for Researchers: Researchers could examine how interventions with educational robots helps to improve the computational thinking of student teachers, and thoroughly analyze gender-differences. Impact on Society: Computational thinking and robotics are one of the emerging educational trends. Despite the rise of this issue, there are still few investigations that systematize and collect evidence in this regard. This study allows to visualize an educational intervention that favors the development of the computational thinking of student teachers. Future Research: Researchers could evaluate not only the computational thinking of student teachers, but also their didactics, their ability to teach or create didactic activities to develop computational thinking in their future students.

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Computational Thinking Relationship with Digital Competence

Cited by 53 publications

References 20 publications

On Teaching Programming Fundamentals and Computational Thinking with Educational Robotics: A Didactic Experience with Pre-Service Teachers

On Teaching Programming Fundamentals and Computational Thinking with Educational Robotics: A Didactic Experience with Pre-Service Teachers

Computational thinking development through physical computing activities in STEAM education

The Development of Computational Thinking in Student Teachers through an Intervention with Educational Robotics

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