Multiple Intelligence’s and Computational Thinking

Tadeu, Pedro; Brigas, Carlos

doi:10.18009/jcer.1027934

Cited by 2 publications

(2 citation statements)

References 16 publications

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“…Thus, the conclusions of P. Tadeu, and C. Brigas that computational thinking as a mental process involves the active use of analytical and algorithmic approaches to setting and formulating a problem, analysis, and its solution are confirmed [4].…”

Section: Discussion Of the Resultsmentioning

confidence: 89%

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Professionally oriented network course as the basis for developing the computational thinking of future engineers

Shchedrina,

Soboleva,

Lyapunoff

et al. 2024

P Sci Edu

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The problem and the aim of the study. The need to study and use the capabilities of network technologies to improve general cultural and professional levels is becoming a condition for training highly qualified specialists. To effectively use computer devices and digital tools, computational thinking is required. The purpose of the study is to explore the possibilities of using a professionally oriented network course for the development of computational thinking of engineers. Research methods. Computational thinking is considered by the authors as a mental process consisting of the sequential execution of a set of actions: activation from human memory of a system of images of objects, and connections between them; formulation of the problem taking into account uncertainty factors; drawing up a solution algorithm and its effective implementation. 68 bachelors from the first year of the Russian State Agrarian University named after K. A. Timiryazev were involved in the study (Russian Federation). Training program 23.03.01 – “Technology of transport processes”, profile – “Digital transport and logistics systems of road transport”. The online training course “Computer Science and Networks in the Industry” was developed by E. V. Shchedrina, and presented on the Moodle platform. Registration certificate No. 24877 dated August 28, 2021. To diagnose and assess the maturity of computational thinking, the author’s testing materials are used. For statistical processing of data, the Pearson's chisquared test was used. Results. A characteristic of the network resource is the execution of all calculation tasks on a computer using application software. When working with course materials, engineers perform a sequence of actions characteristic of computational thinking: analyze the text of a professionally oriented task (formulates the task as a computational problem), decompose the problem; compose and implement an algorithm, perform its analysis and evaluation. Statistically significant differences were determined in the qualitative changes that occurred in the system of training specialists (χ2 = 6.842; p < 0.05). In conclusion, the positive aspects of using a professionally oriented network course for the development of computational thinking of engineers are highlighted (for example, to gain experience in formulating a problem taking into account the uncertainty of the future, students analyze a corporate network, determine a subnet mask for different conditions, etc.).

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Section: Discussion Of the Resultsmentioning

confidence: 89%

“…According to the conclusions of P. Tadeu, and C. Brigas, one of the fundamental principles of using artificial intelligence in education is coding and computational thinking, which provide skills that allow everyone to create code and solve problems using algorithms [4].…”

Section: Introductionmentioning

confidence: 99%

Professionally oriented network course as the basis for developing the computational thinking of future engineers

Shchedrina,

Soboleva,

Lyapunoff

et al. 2024

P Sci Edu

View full text Add to dashboard Cite

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Mathematics Teachers’ Conceptions of the Theory of Multiple Intelligences: A Case Study in Ghana

Yakubu,

Nabie,

Luo

2024

EUROPEAN J MATH SCI ED

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Understanding and handling diversity, as well as inclusion, are critical in ensuring effective teaching and learning, especially in the mathematics classroom, where students have varied abilities. Despite the growing research in inclusive education, little is known about how mathematics teachers in the Ghanaian context understand the theory of multiple intelligences (MIs), leaving a gap in how this theory can be applied in the classroom to improve practice and inclusion. In this study, the authors explored Ghanaian mathematics teachers’ conceptions of the theory of MIs using a basic qualitative method design. 12 senior high school mathematics teachers in one municipality of Ghana were engaged through questionnaires and semi-structured interviews, including field notes, to provide information on their conceptions of the theory of MIs. Thematic analysis revealed that mathematics teachers conceived the theory of MIs as a theory of different styles for learning, multiple teaching strategies, and a theory for catering to diverse student needs. The findings highlight the need for professional development and teacher training curriculum development to enhance teachers' understanding of the theory of MIs to improve their practice and handling of inclusiveness and diversity in the classroom.

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Multiple Intelligence’s and Computational Thinking

Cited by 2 publications

References 16 publications

Professionally oriented network course as the basis for developing the computational thinking of future engineers

Professionally oriented network course as the basis for developing the computational thinking of future engineers

Mathematics Teachers’ Conceptions of the Theory of Multiple Intelligences: A Case Study in Ghana

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