Exploring problem decomposition and program development  through block-based programs

Kwon, Kyungbin; Cheon, Jongpil

doi:10.21585/ijcses.v3i1.54

Cited by 13 publications

(3 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…With its significance, many countries worldwide have introduced CT as part of their formal national education (Heintz et al 2016). Students can learn, and practice CT through coding which is a new form of expression and a new context for learning (Grover et al 2013;Djambong and Freiman 2016;Kwon 2019). Scratch is one of the most widely used coding environments in primary education (McGill et al 2020).…”

Section: Introductionmentioning

confidence: 99%

ScratchThAI: A conversation-based learning support framework for computational thinking development

2022

View full text Add to dashboard Cite

Computational Thinking (CT) has been formally incorporated into the National Curriculum of Thailand since 2017, where Scratch, a block-based visual programming language, has been widely adopted as CT learning environment for primary-level students. However, conducting hands-on coding activities in a classroom has caused substantial challenges including mixed-ability students in the same class, high student-teacher ratio and learning-hour limitation. This research proposes and develops ScratchThAI as a conversation-based learning support framework for computational thinking development to support both students and teachers. More specifically, it provides learning experiences tailored to individual needs. Students can learn CT concepts and practice online coding anywhere, anytime. Moreover, through its ScratChatbot, students can ask for CT concept explanations, coding syntax or practice exercises. Additional exercises may be assigned to students based on the diagnosed individual learning difficulties in a particular topic to provide possible and timely intervention. Teachers can track learning progress and performance of the whole class as well as of individuals through the dashboard and can take suitable intervention within limited school hours. Deploying ScratchThAI to several Thai schools has enabled this research to investigate its effectiveness in a school setting. The obtained results indicated positive teacher satisfaction, better learning performance and higher student engagement. Thus, ScratchThAI contributes as a possible and practical solution to CT skill development and CT education improvement under the aforementioned challenges in Thailand.

show abstract

Section: Introductionmentioning

confidence: 99%

ScratchThAI: A conversation-based learning support framework for computational thinking development

2022

View full text Add to dashboard Cite

show abstract

“…Novices need to expose with debugging approach to be on par with experienced programmers [37]. Therefore, students need to practice in debugging and evaluating programs while being monitored by the instructors [38].…”

Section: Discussionmentioning

confidence: 99%

Validation of the Components and Elements of Computational Thinking for Teaching and Learning Programming using the Fuzzy Delphi Method

Yusoff¹,

Sahari²,

Wook³

et al. 2021

IJACSA

View full text Add to dashboard Cite

Computational Thinking is a phrase employed to explain the developing concentration on students' knowledge development regarding designing computational clarifications to problems, algorithmic Thinking, and coding. The difficulty of learning computer programming is a challenge for students and teachers. Students' ability in programming is closely related to their problem-solving skills and their cognitive abilities. Even though computational thinking is a problem-solving skill in the 21st century, its use for programming needs to be planned systematically taken into account the appropriate components and elements. Therefore, this study aims to validate the main components and elements of computational thinking for solving problems in programming. At the beginning of the study, researchers conducted a literature review to determine the components and the elements of computational thinking that could be used in teaching and learning programming. This validation involved the consensus of a group of experts using the Fuzzy Delphi method. The data were analysed using the Fuzzy Delphi technique, where the experts individually evaluated the components and elements agreed upon prior discussion. A group of experts consisting of 15 people validated 14 components and 35 elements. The results showed that all components and elements reached a threshold (d) value of less than 0.2, a percentage of agreement exceeded 75%, and the Fuzzy score (A) exceeded 0.5. The finding indicates that the main components and elements of the proposed computational thinking are suitable for problemsolving approaches in programming.

show abstract

“…We propose the use of preformal visual models based on the intellect-and concept-maps (Wang, 2018). I-map can structure brainstorming and c-map can allow to visualize the structure of the application (Kwon, 2019) articulating different possible ways of productions.…”

Section: The Use Of Visual Models For the Problem Solvingmentioning

confidence: 99%

Visual Modeling for Exploratory Problem Solving on Computer Science Lessons

Kostousov¹,

Simonova²

2019

Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)

View full text Add to dashboard Cite

The purpose of the article is to identify conditions for the effective use of visual modeling tools that can help reduce the difficulty level of solving problems during the teaching high school students programming. Visual modeling tools are a type of software that allows you to create visual abstractions that reproduce concepts and objects of the real world with their relationships, which can help in solving the problem. In this paper, we focused on preformal models based on intellect-and concept-maps. The article gives a classification and describes techniques for using various visual modeling tools to solve problem tasks. Formed skills of working with such tools will allow students to produce, represent and express independently their knowledge. In addition, these tools allow structuring the process of solving the problem, optimizing the time for solving each stage of solving a problem task. The article presents the results of comparing the learning outcomes of the control and experimental groups, which show that the proposed visual modeling tools can help in solving the programming problem tasks.

show abstract

Exploring problem decomposition and program development through block-based programs

Cited by 13 publications

References 23 publications

ScratchThAI: A conversation-based learning support framework for computational thinking development

ScratchThAI: A conversation-based learning support framework for computational thinking development

Validation of the Components and Elements of Computational Thinking for Teaching and Learning Programming using the Fuzzy Delphi Method

Visual Modeling for Exploratory Problem Solving on Computer Science Lessons

Contact Info

Product

Resources

About