DESIGN AND DEVELOPMENT OF A LEARNING ENVIRONMENT FOR COMPUTATIONAL THINKING: THE ERASMUS+ &lt;COLETTE/&gt; PROJECT

Milicic, Gregor; Borkulo, S.P. van; Medová, Janka; Wetzel, Sina; Ludwig, Matthias

doi:10.21125/edulearn.2021.1495

Cited by 4 publications

(3 citation statements)

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“…A study on the perceptions of teachers and students regarding the implementation of mobile augmented reality (mAR) educational applications (learning apps) in biological education showed that costs are a decisive factor in whether the apps are used or not (Schmidthaler et al, 2023a). The <colette/> app is focusing mainly on deliberately challenging CT skills (Milicic et. al, 2021;Läufer et.…”

Section: The Projectmentioning

confidence: 99%

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Easy Coding in Biology: Pilot Workshop Design and Experiences from Block-Based Programming with in Secondary Education

Schmidthaler

Stäter

Cápay

et al. 2023

Journal of Research in Science, Mathematics and Technology Education

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Block-based coding is a way to teach Computer Science (CS) concepts and Computational Thinking (CT) skills to K-12 students. Nowadays, there are more and more educational applications (learning apps) to teach programming in STEM subjects, but detailed studies on which and how these can be used successfully in Biology classes are still lacking, because apps and tasks promoting CS and CT concepts in combination with biological teaching content are missing. This mixed-method study aims to close this gap and presents six elaborated exercises of the workshop “Easy Coding in Biology”, employing two task formats (TF), Building Cubes and Drone AR, of the new learning app <colette/>. The app utilizes block-based coding and an additional augmented reality (AR) function to describe several topics in secondary education, for example in the subject Biology. After presenting the workshop and task design, preliminary results of the successful use of the app and the tasks are presented. The pilot workshop was carried out with 51 participants at a Slovakian grammar school. After the implementation in class, 34 students filled in a questionnaire, consisting of open-ended and closed-ended questions. Qualitative data shows on the one hand AR malfunctions and on the other that participants liked the workshop concept. Quantitative findings indicate that the introduced TF Building Cubes and Drone AR of <colette/> have the potential to successfully convey CS and CT concepts in Biology. In addition, the tasks encouraged the female participants in particular to work together because they found the tasks/app interesting, motivating, and fun.

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Section: The Projectmentioning

confidence: 99%

“…The web portal is the authoring tool for educators, for example, Biology teachers. On the one hand, the web portal gives access to all the task families, on the other hand, it guides the process of creating learning paths, which can be created by the teachers or other educators themselves (Milicic et. al, 2021;Läufer et.…”

Section: The Projectmentioning

confidence: 99%

Easy Coding in Biology: Pilot Workshop Design and Experiences from Block-Based Programming with in Secondary Education

Schmidthaler

Stäter

Cápay

et al. 2023

Journal of Research in Science, Mathematics and Technology Education

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“…The related process of decomposition is a central skill in CT that breaks the larger problem into smaller and/or more manageable components. “By decomposing a problem into smaller parts, it is possible to solve the corresponding sub‐problems separately, in parallel or even transfer the problem‐solving process to an agent, machine or human” [21,p. 7377].…”

Section: Introductionmentioning

confidence: 99%

M in CoMputational thinking: How long does it take to read a book?

Fry

Makar

Hillman

2023

Teaching Statistics

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Even at the primary level, computational thinking (CT) can support young students to prepare for participating in futures that are immersed in data.In mathematics classrooms, there are few explanations of the ways CT can support students in formulating and solving complex problems. This paper presents an example of a primary classroom investigation (8-9 year olds) over seven lessons of the problem "How long does it take to read a book?" The aim is to illustrate ways a statistical investigation can provide context for CT and demonstrate how the two complement each other to solve problems involving mathematics. The findings highlight opportunities and challenges that students face across the elements of CT-decomposition, abstraction, pattern recognition and modelling, and generalization and algorithmic thinking, including recommendations for teaching.

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Aufgabentypen für den Lehr-Lern-Prozess mit Algorithmen

Milicic

2022

MINTUS – Beiträge Zur Mathematisch-Naturwissenschaftlichen Bildung

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DESIGN AND DEVELOPMENT OF A LEARNING ENVIRONMENT FOR COMPUTATIONAL THINKING: THE ERASMUS+ <COLETTE/> PROJECT

Cited by 4 publications

References 0 publications

Easy Coding in Biology: Pilot Workshop Design and Experiences from Block-Based Programming with in Secondary Education

Easy Coding in Biology: Pilot Workshop Design and Experiences from Block-Based Programming with in Secondary Education

M in CoMputational thinking: How long does it take to read a book?

Aufgabentypen für den Lehr-Lern-Prozess mit Algorithmen

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