Learner-Centered Design of Computing Education: Research on Computing for Everyone

Guzdial, Mark

doi:10.2200/s00684ed1v01y201511hci033

Cited by 197 publications

(168 citation statements)

References 218 publications

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“…In fact, only less than a quarter (21.7%) of teachers thinks an adequate development of CT requires the use of technological devices, while 38.0% agrees or strongly agrees with Q3. It has also to be noted that spontaneous skill transfer among domain is an unsupported claim [12,18].…”

Section: Technology and Computational Thinkingmentioning

confidence: 99%

Conceptions and Misconceptions about Computational Thinking among Italian Primary School Teachers

Corradini¹,

Lodi

Nardelli

2017

Proceedings of the 2017 ACM Conference on International Computing Education Research

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Many advanced countries are recognizing more and more the importance of teaching computing, in some cases even as early as in primary school. "Computational thinking" is the term often used to denote the conceptual core of computer science or "the way a computer scientist thinks", as Wing put it. Such term -given also the lack of a widely accepted definition -has become a "buzzword" meaning different things to different people. We investigated the Italian primary school teachers' conceptions about computational thinking by analyzing the results of a survey (N=972) conducted in the context of "Programma il Futuro" project. Teachers have been asked to provide a definition of computational thinking and to answer three additional related closed-ended questions. The analysis shows that, while almost half of teachers (43.4%) have included in their definitions some fundamental elements of computational thinking, very few (10.8%) have been able to provide an acceptably complete definition. On a more positive note, the majority is aware that computational thinking is not characterized by coding or by the use of information technology.

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Section: Technology and Computational Thinkingmentioning

confidence: 99%

Conceptions and Misconceptions about Computational Thinking among Italian Primary School Teachers

Corradini¹,

Lodi

Nardelli

2017

Proceedings of the 2017 ACM Conference on International Computing Education Research

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“…The structure of task 2 was modeled after existing research on assessing computer science knowledge-namely, if students can read or interpret an existing computer program (Guzdial 2015;K-12 Computer Science Framework 2016). However, this task moves beyond that skill through addition of another component: a codeable circuit.…”

Section: Reading a Codeable Circuit Design (Pre And Post)mentioning

confidence: 99%

“…Drawing from existing research on student understanding of programming concepts (Guzdial 2015;Soloway and Spohrer 1989), the qualitative coding scheme for this task focused on students' understanding of the basic computer science concepts including (a) functions, (b) fundamentals, and (c) looping. Reading through the transcripts, we coded each specific feature as 1 (present) or 0 (not present).…”

Section: Reading a Codeable Circuit Design (Pre And Post)mentioning

confidence: 99%

“…Others have made efforts to assess students' abilities to problem solve, troubleshoot, and integrate scientific and design principles with fabrication technologies (including microcontrollers), but do not go so far as to specifically study learning of codeable circuitry (Blikstein et al 2017). While there has much research on student understanding of computer science knowledge and programming concepts on the screen (Guzdial 2015;K-12 Computer Science Framework 2016;Soloway and Spohrer 1989), no studies exist that have specifically examined K-12 students' understandings of codeable circuit design with modular electronics or electronic textiles, which have components both on and off the screen.…”

Section: Introductionmentioning

confidence: 99%

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Stitching Codeable Circuits: High School Students’ Learning About Circuitry and Coding with Electronic Textiles

et al. 2017

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Learning about circuitry by connecting a battery, light bulb, and wires is a common activity in many science classrooms. In this paper, we expand students' learning about circuitry with electronic textiles, which use conductive thread instead of wires and sewable LEDs instead of lightbulbs, by integrating programming sensor inputs and light outputs and examining how the two domains interact. We implemented an electronic textiles unit with 23 high school students ages 16-17 years who learned how to craft and code circuits with the LilyPad Arduino, an electronic textile construction kit. Our analyses not only confirm significant increases in students' understanding of functional circuits but also showcase students' ability in designing and remixing program code for controlling circuits. In our discussion, we address opportunities and challenges of introducing codeable circuit design for integrating maker activities that include engineering and computing into classrooms.

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“…Recently, Mark Guzdial (2015) has argued that Computational Thinking as it was descript by Wing was not plausible. He maintains that the idea of learning computing will not impact everyday thinking and problem-solving, but he agrees with the idea that computing providing a medium for advancing thinking and learning in other domains (he called it computational literacy).…”

Section: Relation With Ict and Computer Sciencementioning

confidence: 99%

Assessment of Computational Thinking Notions in Secondary School

Bilbao¹,

Bravo²,

García³

et al. 2017

BJMC

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Abstract. New technological developments, the hyperconnectivity and globalization of the economy are raising important opportunities and challenges to the economy. The labour market must also address these opportunities and challenges, to evolve and accommodate future workers and businesses. The introduction of digital technologies in sectors of the economy allows devices and systems collaborate with each other and with other systems allowing to modify the products, processes and business models. The digitization of society and the economy poses challenges and creates opportunities for all sectors must adapt their processes, products and business models. Educational system cannot be left out of this future and new models like Computational Thinking (CT) can help achieve and better prepare future citizens. But when new skills and techniques such as CT are applied, it is necessary to evaluate them. In this paper a model for evaluating the skills and attitudes of CT for subjects of secondary education is presented.

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Learner-Centered Design of Computing Education: Research on Computing for Everyone

Cited by 197 publications

References 218 publications

Conceptions and Misconceptions about Computational Thinking among Italian Primary School Teachers

Conceptions and Misconceptions about Computational Thinking among Italian Primary School Teachers

Stitching Codeable Circuits: High School Students’ Learning About Circuitry and Coding with Electronic Textiles

Assessment of Computational Thinking Notions in Secondary School

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