How Do Young Students Get Enthusiastic About Computational Thinking Activities?

Herrero-Álvarez, Rafael; León, Coromoto; Miranda, Gara; Segredo, Eduardo; Socas, O.; Cuellar-Moreno, Maria; Juliá, Daniel Caballero; García, L.; Diaz, Yenny Pilar Rodríguez

doi:10.21125/edulearn.2021.0199

Cited by 1 publication

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“…From the point of view of young people, this is a subject that does not arouse great interest, either because of their lack of knowledge or because they perceive it as too complex and beyond their reach [16,25]. Some authors argue that an effective way to introduce Computer Science in preuniversity teaching is through Computational Thinking [3,21], since specific activities improve perception about programming and Computer Science [22,30,41]. Furthermore, Computational Thinking can also foster interest in Science, Technology, Engineering, Arts, and Mathematics fields [12].…”

Section: Introductionmentioning

confidence: 99%

“…Some authors argue that an effective way to introduce Computer Science in preuniversity teaching is through Computational Thinking [3, 21], since specific activities improve perception about programming and Computer Science [22, 30, 41]. Furthermore, Computational Thinking can also foster interest in Science, Technology, Engineering, Arts, and Mathematics fields [12].…”

Section: Introductionmentioning

confidence: 99%

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Training future engineers: Integrating Computational Thinking and effective learning methodologies into education

Herrero‐Álvarez,

León,

Miranda

et al. 2024

Comp Applic In Engineering

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This article examines the effectiveness and interest generated among primary and secondary education students through activities aimed at developing Computational Thinking skills, in the context of the coronavirus disease 2019 pandemic. The shift to online or hybrid learning models posed a significant challenge for educators, particularly those lacking digital skills. The study sought to answer several research questions, including the impact of online versus in‐person teaching on preuniversity students and gender differences in Computer Science perception, and Computational Thinking skills performance. The study employed a four‐phase methodology, consisting of pre‐ and posttraining measurements of Computer Science perception and Computational Thinking skills development through specific activities delivered in‐person or online. The results indicate that in‐person training is more effective for developing Computational Thinking skills, particularly at the secondary education level. Furthermore, there is a need to focus on maintaining girls' interest in Computer Science during primary school, as interest levels tend to decline significantly in secondary school. These findings have significant implications for Engineering Education in the context of digital transformation and the increasing importance of Computational Thinking skills in various fields of engineering. This study highlights the importance of developing Computational Thinking skills among preuniversity students and the need for effective training methods to achieve this goal and underscore the significance of investing in Engineering Education to prepare the next generation of engineers for the rapidly changing digital landscape.

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