EducationPaving the way for computational thinking

Guzdial, Mark

doi:10.1145/1378704.1378713

Cited by 299 publications

(135 citation statements)

References 5 publications

Supporting

Mentioning

109

Contrasting

Unclassified

Order By: Relevance

“…In the studentcentred classroom, however, students are responsible for finding reasons that they can use to create knowledge and understanding (Pham, 2016). To teach computational thinking teachers requires a variety of different teaching approaches (Guzdial, 2008). At times teacher-centred approaches are beneficial to introduce concepts and model capabilities, however, it is critical that student-centred pedagogies are utilised in order for learners of computing to consolidate understanding, transfer their knowledge, develop their creativity, and have opportunities to learn from peers (Bower, 2011;Bower & Hedberg, 2010).…”

Section: Teaching Computational Thinking and The Challenges Involvedmentioning

confidence: 99%

Improving the Computational Thinking Pedagogical Capabilities of School Teachers

Bower¹,

Wood²,

Lai³

et al. 2017

AJTE

161

View full text Add to dashboard Cite

Section: Teaching Computational Thinking and The Challenges Involvedmentioning

confidence: 99%

Improving the Computational Thinking Pedagogical Capabilities of School Teachers

Bower¹,

Wood²,

Lai³

et al. 2017

AJTE

161

View full text Add to dashboard Cite

“…Programming and computational modeling have been used as effective tools for learning difficult science and math concepts (diSessa, 2000;Sherin, 2001;Wilensky and Abrahamson, 2006;Kynigos, 2007;Guzdial, 2008;Blikstein and Wilensky, 2009). Here, we examine whether high school students can acquire complex systems knowledge through computer programming training and apply it to domains far beyond those involved in training.…”

Section: Programming Should Promote Complex Systems Transfermentioning

confidence: 99%

Instruction in Computer Modeling Can Support Broad Application of Complex Systems Knowledge

Tullis

Goldstone

2017

Front. Educ.

View full text Add to dashboard Cite

Learners often struggle to grasp the important, central principles of complex systems, which describe how interactions between individual agents can produce complex, aggregate-level patterns. Learners have even more difficulty transferring their understanding of these principles across superficially dissimilar instantiations of the principles. Here, we provide evidence that teaching high school students an agent-based modeling language can enable students to apply complex system principles across superficially different domains. We measured student performance on a complex systems assessment before and after 1 week training in how to program models using NetLogo (Wilensky, 1999a). Instruction in NetLogo helped two classes of high school students apply complex systems principles to a broad array of phenomena not previously encountered. We argue that teaching an agent-based computational modeling language effectively combines the benefits of explicitly defining the abstract principles underlying agent-level interactions with the advantages of concretely grounding knowledge through interactions with agent-based models.

show abstract

“…Computational thinking can solve complex large-scale problems with algorithms. It is also used to improve efficiency [17]. The characteristics defined in computational thinking are problem decomposition, pattern recognition/data representation, generalization/abstraction and algorithms.…”

Section: Concept and Element Of Computational Thinkingmentioning

confidence: 99%

Analysis of Factors Affecting Achievement in Maker Programming Education in the Age of Wireless Communication

Lee

Kim

Lee

2016

Wireless Pers Commun

View full text Add to dashboard Cite

Since 2010 countries around the world have been emphasizing the importance of informatics education based on computer science rather than ICT use. Korea devised an informatics curriculum that emphasizes SW education as part of its revised curriculum of 2015. The purpose of this study is to examine the factors affecting SW education achievement before implementation of the curriculum so that the revised curriculum could be efficiently established in schools. SW education was provided for 4221 elementary school students, and the factors affecting academic achievement were extracted. The results of the study showed that the achievement level of female students was higher than that of male students, and the level of understanding increased in higher grades. It was found that satisfaction with overall SW education influenced academic achievement. That is, the more satisfied students were with the key factors, such as the infrastructure required for providing SW education and interaction among teachers and students during class time, the higher the level of satisfaction. This study intended to find the key factors necessary for helping SW education take root in schools.

show abstract

EducationPaving the way for computational thinking

Abstract: Drawing on methods from diverse disciplines-including computer science, education, sociology, and psychology-to improve computing education.

Cited by 299 publications

References 5 publications

Improving the Computational Thinking Pedagogical Capabilities of School Teachers

Improving the Computational Thinking Pedagogical Capabilities of School Teachers

Instruction in Computer Modeling Can Support Broad Application of Complex Systems Knowledge

Analysis of Factors Affecting Achievement in Maker Programming Education in the Age of Wireless Communication

Contact Info

Product

Resources

About