Computing Effect Sizes of a Science-first-then-didactics Computational Thinking Module for Preservice Elementary School Teachers

Repenning, Alexander; Lamprou, Anna; Basawapatna, Ashok

doi:10.1145/3408877.3432446

Cited by 4 publications

(3 citation statements)

References 13 publications

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“…Students are then asked to state the product's name, the price offered, and the target group of buyers for the product. Careful planning of activities in this teaching and learning module can help students to explore various possibilities and stimulate students to produce something new, more unique, and cutting-edge (Repenning et al, 2021). The use of SSI together with TM also helps increase students' scientific knowledge when they explore the given socioscientific issues (Topçu et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

The Effects of Socioscientific Issues Approach With Thinking Wheel Maps on Entrepreneurial Science Thinking Among Fifth Graders

Siew

Ahmad

2023

JBSE

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This research was conducted to examine the effects of the socioscientific issue approach (SSI) with thinking wheel map (TM) on entrepreneurial science thinking (EST) and the constructs of Observation, New Ideas, Innovation, Creativity, and Value. A teaching and learning (TL) module was developed to guide teachers in implementing the infusion of SSI with TM TL approach on EST among fifth graders. Quasi-experimental quantitative research was conducted on 345 fifth graders in urban primary schools in Malaysia. A total of three TL groups were assigned randomly; namely, i) SSI-TM approach (n=115), ii) SSI (n=115) and iii) Conventional approach (CONV, n=115). The results of the MANCOVA analysis showed a significant effect across the three groups of TL approach for EST. Meanwhile, the ANCOVA analysis results showed a significant effect of the SSI-TM TL approach compared to SSI and CONV on EST and in all constructs of EST. The SSI-TM TL approach showed a higher post-test mean score than the SSI, and then the SSI post-test mean score was significantly higher than the CONV in all constructs studied except the Observation. The findings prove that the SSI-TM TL approach positively impacts the cultivation of EST among fifth graders. Keywords: entrepreneurial science thinking, fifth graders, socioscientific issues approach, thinking wheel map,

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Section: Discussionmentioning

confidence: 99%

The Effects of Socioscientific Issues Approach With Thinking Wheel Maps on Entrepreneurial Science Thinking Among Fifth Graders

Siew

Ahmad

2023

JBSE

View full text Add to dashboard Cite

show abstract

“…Students were asked to state the product's name, the price offered, and the target group of buyers for the product. Careful planning of activities in this teaching and learning module can help students to explore various possibilities and stimulate students to produce something new, more unique, and cutting-edge (Repenning et al, 2021). As a result, the intervention carried out for the SSI-TM TL approach positively impacted the mastery of the Creativity construct.…”

Section: Discussionmentioning

confidence: 99%

Socioscientific Issues Approach on Entrepreneurial Science Thinking among Fifth Graders: Socioscientific Issues Approach on Entrepreneurial Science Thinking

Siew

2023

ECIE

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This research was conducted to examine the effects of the socioscientific issue approach (SSI) with thinking wheel map (TM) on entrepreneurial science thinking (EST) and the constructs of Observation, New Ideas, Innovation, Creativity, and Value. A teaching and learning (TL) module was developed to guide teachers in implementing the infusion of SSI with TM TL approach on EST among fifth graders. A quasi-experimental quantitative research was conducted on 345 fifth graders in urban primary schools in Malaysia. A total of three TL groups were assigned randomly; namely, i) SSI-TM approach (n=115), ii) SSI (n=115) and iii) Conventional approach (CONV, n=115). The Entrepreneurial Science Thinking Test Instrument (ESTT) was developed to measure the level of entrepreneurial science thinking. Data analysis was performed using MANCOVA, ANCOVA, and Effect Size. The results of the MANCOVA analysis showed a significant effect across the three groups of TL approach for EST. Meanwhile, the ANCOVA analysis results showed a significant effect of the SSI-TM TL approach compared to SSI and CONV on EST and in all constructs of EST. The SSI-TM TL approach showed a higher post-test mean score than the SSI, and then the SSI post-test mean score was significantly higher than the CONV in all constructs studied except the Observation. The findings prove that the SSI-TM TL approach positively impacts the cultivation of EST among fifth graders.

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“…Table 8 shows the number of papers grouped by the targeted population as well as the papers referring to these. [72,92] MSc students 1 (4%) [115] Undergraduates/Graduates (not TAs) 4 (16%) [5,8,87,112] Undergraduates related to teacher training 2 (8%) [81,128] Teacher Training 5 (20%) [13,50,52,71,95] With respect to teacher training, we note that most of the relevant papers matching our search terms did focus on addressing CE content in in-service teacher (re-)training, introducing Computational Thinking to pre-service teachers in other disciplines, or addressing isolated aspects of CE in single-intervention studies. In contrast, reports on the overall design of CE courses and their evaluation in the venues surveyed were scarce, likely reflecting the fact that most countries either had well-established teacher training programmes in place already or were in "bootstrapping" phases during the time frame considered for our literature review.…”

Section: Related Cs Education Coursesmentioning

confidence: 99%

Arguments for and Approaches to Computing Education in Undergraduate Computer Science Programmes

Cutts,

Kallia,

Anderson

et al. 2023

Proceedings of the 2023 Working Group Reports on Innovation and Technology in Computer Science Education

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Computing education (CE), the scientific foundation of the teaching and learning of subject matter specific to computing, has matured into a field with its own research journals and conferences as well as graduate programmes. Yet, and unlike other mature subfields of computer science (CS), it is rarely taught as part of undergraduate CS programmes. In this report, we present a gap analysis resulting from semi-structured interviews with various types of stakeholders and derive a set of arguments for teaching CE courses in undergraduate CS programmes. This analysis and the arguments highlight a number of opportunities for the discipline of CS at large, in academia, in industry, and in school education, that would be opened up with undergraduate CE courses, as well as potential barriers to implementation that will need to be overcome. We also report on the results of a Delphi process performed to elicit topics for such a course with various audiences in mind. The Delphi process yielded 19 high-level categories that encompass the subject matter CE courses should incorporate, tailored to the specific needs of their intended student audiences. This outcome underscores the extensive range of content that can be integrated into a comprehensive CE programme. Based on these two stakeholder interactions as * Working group co-leaders

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Computing Effect Sizes of a Science-first-then-didactics Computational Thinking Module for Preservice Elementary School Teachers

Cited by 4 publications

References 13 publications

The Effects of Socioscientific Issues Approach With Thinking Wheel Maps on Entrepreneurial Science Thinking Among Fifth Graders

The Effects of Socioscientific Issues Approach With Thinking Wheel Maps on Entrepreneurial Science Thinking Among Fifth Graders

Socioscientific Issues Approach on Entrepreneurial Science Thinking among Fifth Graders: Socioscientific Issues Approach on Entrepreneurial Science Thinking

Arguments for and Approaches to Computing Education in Undergraduate Computer Science Programmes

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