On the role of senses in education

Kátai, Zoltán; Juhász, Katalin; Adorjáni, Alpár Károly

doi:10.1016/j.compedu.2008.05.002

Cited by 67 publications

(23 citation statements)

References 19 publications

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“…Although H students needed all three doing phases, in the case of S students the 'reconstruction phase' could be skipped. The surprising art-science combination, beside its motivational contribution (arousing curiosity), also supported a balanced left/right-brain involvement in the learning process (Katai et al, 2008;Katai & Toth, 2010).…”

Section: Resultsmentioning

confidence: 75%

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The challenge of promoting algorithmic thinking of both sciences‐ and humanities‐oriented learners

Kátai

2014

Computer Assisted Learning

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The research results we present in this paper reveal that properly calibrated e-learning tools have potential to effectively promote the algorithmic thinking of both science-oriented and humanities-oriented students. After students had watched an illustration (by a folk dance choreography) and an animation of the studied sorting algorithm (bubble sort), they were invited to predict and perform [ (1) to reconstruct on the same input; (2) to orchestrate on a random sequence stored in a white array; (3) to orchestrate on a black-box sequence] the entire step sequence of the algorithm (using the interactive visual learning environment we developed). The results of the experiment show that while science-oriented students' performance proved superior to those of their humanities-oriented colleagues, the differences were observed to diminish as both groups advanced with their e-learning tasks. Although drawing general conclusions would be premature, we can conclude that there are no unbridgeable differences in the way these two groups relate to e-learning processes that aim to promote algorithmic thinking. Our findings also emphasize the key importance of some motivational principles in facilitating algorithmic thinking: the principle of moderate and progressive challenge, the principle of gradual shift from concrete to abstract and the principle of genuine active involvement.

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Section: Resultsmentioning

confidence: 75%

“…The surprising art–science combination, beside its motivational contribution (arousing curiosity), also supported a balanced left/right‐brain involvement in the learning process (Katai et al ., ; Katai & Toth, ).…”

Section: Resultsmentioning

confidence: 98%

The challenge of promoting algorithmic thinking of both sciences‐ and humanities‐oriented learners

Kátai

2014

Computer Assisted Learning

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“…Therefore, it is closely related to high level thinking abilities such as problem solving, logical and mathematical thinking, critical thinking and creative thinking (Korkmaz and Altun, 2014;Fang, 2012;Korkmaz, 2012;Lau and Yuen, 2009;Wang et al, 2012;Czerkawski and Lyman, 2015). It is possible to encounter many studies in the literature concerning difficulties in the teaching and learning of computer programming (Korkmaz and Altun, 2014;Gomes and Mendes 2007;Tan et al, 2009;Jenkins, 2002;Katai et al, 2008;Korkmaz, 2012;Korkmaz, 2013;Milne and Rowe 2002). The most prominent among these difficulties is that individuals do not have these high level thinking abilities.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Lego Mindstrom Eve 3 Based Design Activities on Students’ Attitudes towards Learning Computer Programming, Self-efficacy Beliefs and Levels of Academic Achievement

Korkmaz¹

2016

BJMC

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Abstract. The aim of the study was to present the effect of Lego Mindstorms Ev3 based design activities on students' attitudes towards learning computer programming, self-efficacy beliefs and levels of academic achievement. The research is a pretest-posttest with control group semiexperimental study. The study group of the research consisted of 53 students attending the faculty of engineering. The experimental group was administered a teaching method with Lego Mindstorms Ev3 based design activities. On the other hand, in the control group C++ topics were directly taught via editor. Research data were collected via the implementing academic achievement test (Kr-20= 0.71), attitude towards learning programming scale (Cronbach's Alpha =0.84) and computer programming self-efficacy scale (Cronbach's Alpha= 0.966). Obtained findings were: The education using Lego Mindstorms Ev3 design activities contributed more meaningfully to the academic success of the students in terms of C++ programming language compared to the traditional method.

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“…According to Navrat [10] a possible factor contributing to students' difficulties in learning to program is the abstractness of the programming process. In view of this Kátai and his colleagues [6], [7], [8] analyzed how multi-sensory or technologically enhanced learning can be implemented in computer-programming education and in what ways this process can be catalyzed by arts (dance, music, rhythm, theatrical role-playing). According to Stevens and Goldberg [14], our brains desire multi-sensory input and learning engages the whole body.…”

Section: The Suggested Didactical Methodsmentioning

confidence: 99%

Cultivating algorithmic thinking: an important issue for both technical and HUMAN sciences

Kátai¹,

Kovács²,

Kása³

et al. 2011

TMCS

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Algorithmic thinking is a valuable skill that all people should master. In this paper we propose a one-semester, algorithm-oriented computer science course for human science students. According to our experience such an initiative could succeed only if the next recipe is followed: interesting and practical content + exciting didactical methods + minimal programming. More explicitly, we suggest: (1) A special, simple, minimal, pseudo-code like imperative programming language that integrates a graphic library. (2) Interesting, practical and problem-oriented content with philosophical implications. (3) Exciting, human science related didactical methods including art-based, inter-cultural elements.

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On the role of senses in education

Cited by 67 publications

References 19 publications

The challenge of promoting algorithmic thinking of both sciences‐ and humanities‐oriented learners

The challenge of promoting algorithmic thinking of both sciences‐ and humanities‐oriented learners

The Effect of Lego Mindstrom Eve 3 Based Design Activities on Students’ Attitudes towards Learning Computer Programming, Self-efficacy Beliefs and Levels of Academic Achievement

Cultivating algorithmic thinking: an important issue for both technical and HUMAN sciences

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