Computational What? Relating Computational Thinking to Teaching

Kale, Uğur; Akcaoğlu, Mete; Cullen, Theresa; Goh, Debbie; Devine, Leah; Calvert, Nathan D.; Grise, Kara

doi:10.1007/s11528-018-0290-9

Cited by 59 publications

(59 citation statements)

References 27 publications

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“…This could be one of the factors that contributed to the insignificant result. Scratch is just a tool to teach CT and not being able to realize that CT is a mental process and differentiate the affordances of Scratch in teaching CT will hinder the process of understanding the real concept of computational thinking [28]. In the end, students will end up creating Scratch projects but not being able to transfer those skills into different subject effectively.…”

Section: B Discussionmentioning

confidence: 99%

Investigating Students’ Computational Thinking Skills on Matter Module

Lapawi¹,

Husnin²

2020

IJACSA

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The revolution of the fourth industrial has impacted most aspect of our life and demanding a paradigm shift including education. It has become to our attention that there is a need to inculcate complex problem-solving skills among youth to equipped them to face the challenges in the era of digital technology. To fulfill the needs, computational thinking was introduced in school curriculum in Malaysia in 2017. It is still rather new, and this creates opportunity to understand how computational thinking can best be integrated in teaching and learning. In this study, we developed a module for a science topic, Matter and examine its impact on computational thinking skills on 65 students at secondary level. The computational thinking skills integrated in this study were abstraction, decomposition, algorithm, generalization, and evaluation. A quasi-experimental method was employed, and the ANCOVA result showed that there was no significant difference between control and treatment group on computational thinking skills. However, the score means for each of the computational thinking skills for both groups, showed that three skills in the treatment group were higher than the control group. The three computational thinking skills were decomposition, evaluation, and algorithm. This study suggested that CT involved mental process and proper planning is crucial to integrate computational thinking skills as teaching and learning is very contextual in nature.

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Section: B Discussionmentioning

confidence: 99%

Investigating Students’ Computational Thinking Skills on Matter Module

Lapawi¹,

Husnin²

2020

IJACSA

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“…We employed a quantitative content analysis technique (Bauer, 2000) incorporating a constant-comparative approach (Lincoln & Guba, 1985). Specifically, we used the methods of teaching PS as outlined by Mayer and Wittrock and the CT skills as conceptualized in our previous work (Kale et al., 2018) as the initial framework categories. Given that the previous effort described not only problem solving nature of CT but also exemplified the learning processes in various content areas, using its classification of CT and PS processes as the initial framework was suitable.…”

Section: Methodsmentioning

confidence: 99%

Still a New Kid on the Block? Computational Thinking as Problem Solving in Code.org

Kale

Yuan

2020

Journal of Educational Computing Research

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Computational thinking is a means to understand and solve complex problems through using computer science concepts and techniques. While there is an increase in the number of initiatives focusing on coding, whether they (a) address computational thinking and problem-solving skills and (b) use methods of teaching problem solving is yet to be explored. As a preliminary step, this study focuses on examining 3rd grade lesson plans at Code.org. The analysis identified various components of computational thinking and problem solving as well as specific problem-solving teaching methods used to address these skills. Besides such cognitive outcomes, the findings also revealed affective, reflective, and social aspects of learning supported in the lessons.

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“…Because this situation leads to enhancement in the complexity of the CM problems in the classroom environment (Durak & Saritepeci, 2017 ; Özgün & Saritepeci, 2021 -in press). In this context, it can be argued that the CT skill, which is influential in providing effective solutions in any problem-solving context (Kale et al, 2018 ), may have an important role in the overcoming of new classroom management difficulties that may arise in the context of ICT integration (H1).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Modelling the Effect of TPACK and Computational Thinking on Classroom Management in Technology Enriched Courses

Sarıtepeci

2021

Tech Know Learn

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One of the fundamental obstacles associated with technology integration into educational settings is classroom management problems. In this sense, it is important to delve into the crucial factors playing key role in classroom management in ICT assisted courses. In this study, the relationship between classroom management in technology-enriched courses, computational thinking (CT) and technological pedagogical content knowledge (TPACK) was investigated. In this study, in which the relational screening research model was used, a total of 125 volunteer teachers participated. Three instruments were used for data collection in this research and the obtained data were analyzed by Partial Least Squares Structural Equation Model. The findings show that the relative effect of TPACK and CT on classroom management is significant. Additionally, it has been found that CT has a significant impact on TPACK level.

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Computational What? Relating Computational Thinking to Teaching

Cited by 59 publications

References 27 publications

Investigating Students’ Computational Thinking Skills on Matter Module

Investigating Students’ Computational Thinking Skills on Matter Module

Still a New Kid on the Block? Computational Thinking as Problem Solving in Code.org

Modelling the Effect of TPACK and Computational Thinking on Classroom Management in Technology Enriched Courses

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