Improving early childhood pre-service teachers’ computational thinking skills through the unplugged computational thinking integrated STEM approach

Çiftçi, Ayşe; Topçu, Mustafa Sami

doi:10.1016/j.tsc.2023.101337

Cited by 6 publications

(4 citation statements)

References 34 publications

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“…First and foremost, the capacity to resolve intricate problems is facilitated by computational thinking, which offers a structured strategy to address the problem methodically. Furthermore, computational thinking fosters creativity and innovation by promoting abstract thinking, enabling individuals to approach problems from several angles and generate novel solutions [24][25][26]86]. Implementing robotic technology in vocational school education will enable students to simulate real-world industry practices.…”

Section: B Discussionmentioning

confidence: 99%

“…It only goes on to discuss algorithm design after that, which is creating steps to go through each created abstraction pattern and following a preset process to replace with solve objective. Following the creation of steps to address the issue at hand, the steps are evaluated to make sure each one can accurately complete every step and confirm the best course of action [25,26].…”

Section: Literature Reviewmentioning

confidence: 99%

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Effectiveness of Robotic Technology in Vocational Education: A Meta-Analysis

2024

IJIET

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In the current era of technological development, robotic technology is widely used in educational institutions, especially in vocational high schools. Thus, the purpose of this meta-analysis is to experimentally test how effective robotic technology is when used in the overall learning process to improve the learning ability of vocational school students. The methodology of this study is a meta-analysis using a random effects hedging model with the number of studies used is 56 studies and taken from Google Scholar, ScienceDirect, and Proquest databases from 2014 to 2023. The effect size data analysis technique was used to find the impact on each study, and the JASP application was used to conduct meta-analyses on all studies. The study’s conclusions showed that there was no publication bias and that, at a 95% confidence level, the average effect size of incorporating robotic technology into the learning process was 0.993 (high category). According to this study, introducing robotic technology into the classroom significantly affects students’ learning outcomes. The findings indicate that the utilization of robotic technology in vocational schools can serve as an effective pedagogical instrument, fostering the development of computational thinking, creativity, innovation, communication, and teamwork skills among students. Proficiency in these skills is vital for students to acquire in light of the technological progressions in the 21st century.

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Section: B Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Effectiveness of Robotic Technology in Vocational Education: A Meta-Analysis

2024

IJIET

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“…Computational thinking skills can be improved by using the STEAM model (Çiftçi & Topçu, 2023), problem solving-based learning (Latifah et al, 2022), game-based learning (Cheng et al, 2023), Generative AI (Yilmaz et al, 2023) and curriculum policy (D. . The development of computational thinking can be carried out through several scenarios which consist of concept illustrations, integration of computational thinking skills in all scientific disciplines, application of learning in the classroom and other environments.…”

Section: Discussionmentioning

confidence: 99%

Patterns of Computational Thinking Skills for Elementary Prospectives Teacher in Science Learning: Gender Analysis Studies

Kumala,

Dwi Yasa,

Bin Haji Jait

et al. 2023

International j.of Elementary Education

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The PISA data results show that computational thinking abilities are still lacking. Computational thinking ability is influenced by gender. This research aims to analyze patterns of computational thinking skills of prospective elementary school teachers based on gender at 8 universities in Indonesia. In this research, the components of computational thinking skills analyzed are abstraction, algorithmic, decomposition, and pattern recognition. This research is a mix method research with research subjects as many as 234 prospective elementary school teachers at 8 higher educational institutions. The instruments used were test and interviews. The data analysis technique used is a quantitative data analysis technique using SEM PLS and for qualitative data analysis using miles and Huberman. The research results show that computational thinking skills are still low on the decomposition and pattern recognition components. Based on the SEM PLS test results, it shows that computational thinking abilities are related to gender. In general, the computational thinking ability of female students is slightly higher in all sub-indicators than men and there are differences in the pattern of computational thinking ability between male and female elementary school teacher prospective. The ability of prospective female elementary school teachers to answer in more detail and more structured, while the answers of male prospective teachers are shorter and less comprehensive. Recommendations for developing computational thinking skills by developing problem-based learning, contextual project-based learning and STEAM based learning.

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“…After conducting observations on teaching practices at various universities that offer STEM education, several challenges were identified in relation to CT training for STEM students. Firstly, a common challenge is the lack of access to comprehensive and specialized training programs that specifically focus on CT concepts and effective pedagogical strategies (Çiftçi & Topçu, 2023). This limitation can lead to a reduced understanding of how to incorporate CT into their learning methods.…”

Section: Introductionmentioning

confidence: 99%

Examining STEM Students' Computational Thinking Skills through Interactive Practicum Utilizing Technology

Verawati,

Rijal,

Grendis

2023

IJECE

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This research study explores and compares the computational thinking skills demonstrated by STEM students during interactive practicums involving both virtual laboratories and physical laboratories. The objectives of the study are to assess the performance of computational thinking skills in each practicum setting and to determine any differences between the two environments. An experimental approach was adopted, and 106 first-year STEM students from a distinguished private university in Indonesia participated in the study. The students were divided into two groups, one using virtual labs and the other using physical labs. The study employed a portfolio instrument to assess various aspects of computational thinking, including problem reformulation, recursion, problem decomposition, abstraction, and systematic testing. The findings show that both groups of students achieved "good" scores for computational thinking skills. However, students in the virtual labs group demonstrated superior skills compared to the physical labs group. The aspects of problem reformulation and abstraction received the highest scores in both groups, while problem decomposition received the lowest scores. A MANOVA test confirmed statistically significant differences in computational thinking skills between the two practicum environments. The study suggests that the use of virtual labs can positively impact students' computational thinking abilities. The results have implications for educators and institutions seeking to enhance students' computational thinking skills and design effective STEM practicums.

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Improving early childhood pre-service teachers’ computational thinking skills through the unplugged computational thinking integrated STEM approach

Cited by 6 publications

References 34 publications

Effectiveness of Robotic Technology in Vocational Education: A Meta-Analysis

Effectiveness of Robotic Technology in Vocational Education: A Meta-Analysis

Patterns of Computational Thinking Skills for Elementary Prospectives Teacher in Science Learning: Gender Analysis Studies

Examining STEM Students' Computational Thinking Skills through Interactive Practicum Utilizing Technology

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