Exploring Student Behavior Using the TIPP&amp;SEE Learning Strategy

Franklin, Diana; Salac, Jean; Crenshaw, Zachary; Turimella, Saranya; Klain, Zipporah; Anaya, Marco; Thomas, Cathy Newman

doi:10.1145/3372782.3406257

Cited by 11 publications

(2 citation statements)

References 26 publications

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“…Um estudo traz uma análise de artefatos produzidos no Scratch por 184 alunos com idades entre 9 e 10 anos do Ensino Fundamental buscando diferenças expressivas da aprendizagem com foco nos objetivos educacionais [22]. O enquadramento teórico do estudo se baseia nas seguintes fontes: a zona do desenvolvimento proximal de Vygotsky, a estratégia metacognitiva de aprendizagem TIPP&SEE, a taxonomia de aprendizagem de Bloom e a taxonomia Matrix, que constitui uma adaptação à taxonomia de Bloom que trouxe maior ênfase a duas dimensões; a compreensão e a interpretação dos artefatos elaborados pelos alunos.…”

Section: Figura 6: Estudos Por Taxonomia Referenciadaunclassified

“…Esand Jeuring[63], Franklin et al[22], Salac et al[56], Troiano et al[62], Ng and Cui[40], Mukasheva and Omirzakova[37], Salac et al[55], Grizioti and Kynigos[23], Butler and Leahy[10], Jiang and Wong[25], Kesler et al[27], Morales-Urrutia et al[35], Wong and Cheung[69], Saxena et al[58], Rijke et al[52], Borges et al[7], Pellas and Peroutseas[46];(2) Mediano: Fowler et al[21], Kesselbacher and Bollin[28],Petrie[48], Repenning and Basawapatna[51], Mladenović et al[33], Monteiro et al[34], Piedade et al[50], Chongo et al[12], Díaz-Lauzurica and Moreno-Salinas[17], Grover et al[24], Sáez-López et al[53]; (3) Superficial: Feldhausen et al[18], Merkouris and Chorianopoulos[31], Clarke-Midura et al[13].…”

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Um Mapeamento Sistemático da Literatura sobre Pensamento Computacional na Perspectiva dos Fundamentos Teóricos de Aprendizagem

Garcia

Bittencourt

2023

Anais Do III Simpósio Brasileiro De Educação Em Computação (EDUCOMP 2023)

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Há uma oferta crescente de formação em pensamento computacional (PC) para estudantes da educação básica devido ao potencial que o domínio de competências em PC traz para a formação de estudantes e profissionais do Século XXI. Conforme o ensino do PC se dissemina pelo mundo, é crescente a preocupação de professores e pesquisadores da área da educação em computação com a eficácia do processo de ensino e aprendizagem dos estudantes. Entretanto, neste contexto, muitas abordagens propostas costumam se preocupar mais com as tecnologias e linguagens do que com os fundamentos teóricos de aprendizagem por trás das abordagens propostas. Sendo assim, faz-se necessária uma visão sistêmica de como os referidos fundamentos têm impactado no ato de ensinar e aprender PC. Assim, este trabalho objetivou realizar um mapeamento sistemático da literatura (MSL) das evidências sobre a utilização destes fundamentos no contexto da formação em PC na educação básica, revelando uma carência neste sentido.

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Um Mapeamento Sistemático da Literatura sobre Pensamento Computacional na Perspectiva dos Fundamentos Teóricos de Aprendizagem

Garcia

Bittencourt

2023

Anais Do III Simpósio Brasileiro De Educação Em Computação (EDUCOMP 2023)

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Abstracting the Understanding and Application of Cognitive Load in Computational Thinking and Modularized Learning

Gabatino,

Ogawa,

Crosby

2022

Augmented Cognition

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Integrating online meta-cognitive learning strategy and team regulation to develop students’ programming skills, academic motivation, and refusal self-efficacy of Internet use in a cloud classroom

Tsai

Lee

Cheng

et al. 2022

Univ Access Inf Soc

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With the development of technology and demand for online courses, there have been considerable quantities of online, blended, or flipped courses designed and provided. However, in the technology-enhanced learning environments, which are also full of social networking websites, shopping websites, and free online games, it is challenging to focus students’ attention and help them achieve satisfactory learning performance. In addition, the instruction of programming courses constantly challenges both teachers and students, particularly in online learning environments. To overcome and solve these problems and to facilitate students’ learning, the researchers in this study integrated two teaching approaches, using meta-cognitive learning strategy (MCLS) and team regulation (TR), to develop students’ regular learning habits and further contribute to their programming skills, academic motivation, and refusal self-efficacy of Internet use, in a cloud classroom. In this research, a quasi-experiment was conducted to investigate the effects of MCLS and TR adopting the experimental design of a 2 (MCLS vs. non-MCLS) × 2 (TR vs. non-TR) factorial pre-test/post-test. In this research, the participants consisted of four classes of university students from non-information or computer departments enrolled in programming design, a required course. The experimental groups comprised three of the classes, labelled as G1, G2, and G3. G1 concurrently received both the online MCLS and TR intervention, while G2 only received the online MCLS intervention, and G3 only received the online TR intervention. Serving as the control group, the fourth class (G4) received traditional teaching. This study investigated the effects of MCLS, TR, and their combination, on improving students’ programming skills, academic motivation, and refusal self-efficacy of Internet use in an online computing course. According to the results, students who received online TR significantly enhanced their programming design skills and their refusal self-efficacy of Internet use a cloud classroom. However, the expected effects of MCLS on developing students’ programming skills, academic motivation, and refusal self-efficacy of Internet use were not found in this study. The teaching strategy of integrating MCLS and TR in an online programming course in this study can serve as a reference for educators when conducting online, blended, or flipped courses during the COVID-19 pandemic.

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Exploring Student Behavior Using the TIPP&SEE Learning Strategy

Cited by 11 publications

References 26 publications

Um Mapeamento Sistemático da Literatura sobre Pensamento Computacional na Perspectiva dos Fundamentos Teóricos de Aprendizagem

Um Mapeamento Sistemático da Literatura sobre Pensamento Computacional na Perspectiva dos Fundamentos Teóricos de Aprendizagem

Abstracting the Understanding and Application of Cognitive Load in Computational Thinking and Modularized Learning

Integrating online meta-cognitive learning strategy and team regulation to develop students’ programming skills, academic motivation, and refusal self-efficacy of Internet use in a cloud classroom

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