Introductory Problem Solving and Programming: Robotics Versus Traditional Approaches

Oddie, Amanda; Hazlewood, Paul; Blakeway, Stewart; Whitfield, Alma

doi:10.11120/ital.2010.09020011

Cited by 13 publications

(9 citation statements)

References 8 publications

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“…In his blog, Chris Betcher ( 2010 ) defi ned the big ideas of programming as the process of learning problem solving, thinking mathematically, and using logical reasoning. Oddie et al ( 2010 ) agreed that problem solving and critical thinking are precursors to any programming activity.…”

Section: Programming Misbeliefmentioning

confidence: 98%

A Case Study: From Game Programming to ICTs

Shannon

Ward

2014

ICTs and the Millennium Development Goals

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Students in the U.S. perform poorly in mathematics and science tests in both U.S. and international assessments, a weakness refl ected in the Information Communication and Technology competencies. The strong connection between competencies in mathematics, science, and ICT has created major concerns for educators and policy makers since poor performance in these areas endangers the future of the nation in global business. As a result, we investigated how the perspectives of noncomputer science educators changed when they learned game programming and ICT skills. The participants learned two free Web 2.0 game programming applications including Scratch and Alice and discussed one article. Online discussions and peer review processes through social network made up this mixed method study. The fi ndings indicated that teaching and learning game programming with projectbased learning as well as refl ecting on teaching methods resulted in building logical concepts and critical thinking skills. The results also led to promoting ICT in the K-16 curriculum and private fi rms.

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Section: Programming Misbeliefmentioning

confidence: 98%

A Case Study: From Game Programming to ICTs

Shannon

Ward

2014

ICTs and the Millennium Development Goals

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“…Programming is defined as strategically using instructions in certain premises by teaching students and the structure of these instructions in a particular (programming) language (Palumbo, 1990). Another definition states that programming is the understanding of techniques related to problemsolving; and the process of compiling syntax and structural components related to this (Oddie, Hazlewood, Blakeway & Whitfield, 2010). It can be argued that the one, who create a program on the basis of this definition, can bring about algorithmic solutions and products by analysing the problem (Saeli et al, 2011).…”

Section: Introductionmentioning

confidence: 99%

“…Although programming is defined as the process of producing programs in terms of learning outcomes of the programming education for students in its most important and simplest way, it is an aggregate of skills which are not as simple as its definition. Despite the fact that it is easy to use a program or application on technological devices, the development of these programs is not seen as an easy process (Oddie et al, 2010). Programming is an important competency to achieve the 21st century student standards (innovative designer, data-processing thinker, etc.)…”

Section: Introductionmentioning

confidence: 99%

Evaluating programming self-efficacy in the context of inquiry skills and problem-solving skills: A perspective from teacher education

Çoklar

Akçay

2018

WJET

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It is stated that programming skills, which are ever-increasingly becoming crucial nowadays, have an impact on cognitive processes and promote individual’s self-efficacy in different ways. It is noted that students with programming skills have the character of problem solving, inquiry and being able to make decisions, which are all requisites of today’s education system.. The purpose of this research is to examine the programming self-efficacy of Information Technologies and Software teacher candidates, who are trained in the field of programming. In total, 707 students, who are studying in the Department of Computer and Instructional Technologies Education of the Faculty of Education of eight universities in Turkey, participated in this research. The results of the research demonstrate that students’ programming self-efficacy is at medium level, whereas high level is observed for their inquiry and problem-solving skills. Also, inquiry skills have a significant impact on their perceived programming self-efficacy; whereas problem-solving skills has not any impact on it.

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“…Lima et al [52] provided a summary of active learning, also for engineering education and concluded that active learning promotes "analysis", "synthesis" and "evaluation", which coincidentally belong to the upper hierarchy of Bloom's learning taxonomy. Oddie et al [53] put active learning in the context of computing science, suggesting that problem solving is one of the key skills required to learning programming fundamentals. Conclusions based on their research suggested that robotics encourages engagement and motivates students to learn.…”

Section: Literature Reviewmentioning

confidence: 99%

Using LEGO Mindstorms and MATLAB in Curriculum Design of Active Learning Activities for a First-year Engineering Computing Course

Tronchin

2019 ASEE Annual Conference &Amp; Exposition Proceedings

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Introductory Problem Solving and Programming: Robotics Versus Traditional Approaches

Cited by 13 publications

References 8 publications

A Case Study: From Game Programming to ICTs

A Case Study: From Game Programming to ICTs

Evaluating programming self-efficacy in the context of inquiry skills and problem-solving skills: A perspective from teacher education

Using LEGO Mindstorms and MATLAB in Curriculum Design of Active Learning Activities for a First-year Engineering Computing Course

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