Programming education in the frameworks of reverse engineering and theory of didactical situations

Abdüsselam, Mustafa Serkan; Güntepe, Ebru Turan; Durukan, Ümmü Gülsüm

doi:10.1007/s10639-021-10883-8

Cited by 4 publications

(3 citation statements)

References 44 publications

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“…Existing studies have found that visual programming cannot effectively improve each dimension of higher-order thinking, such as problem-solving and algorithmic thinking, but it can effectively cultivate students’ creativity, cooperativity, and critical thinking. Previous studies ( Abdüsselam et al 2022 ; Barr et al 2000 ; Rogers-Chapman 2014 ; Sung and Black 2020 ; Zhong et al 2020 ) indicated that REP can improve students’ creativity, communication and collaboration abilities, mathematical thinking, problem-solving ability, algorithmic thinking, and critical thinking. There is less research exploring the effect of REP on primary school students’ CT skills in STEM learning activities.…”

Section: Literature Reviewmentioning

confidence: 98%

“…For example, Ladachart et al ( 2022 ) explored the role of REP in deepening students’ understanding of scientific concepts compared with design-based learning. Moreover, previous studies found that REP could develop students’ algorithmic thinking, problem-solving, and creativity ( Abdüsselam et al 2022 ; Grantham et al 2010 ; Klimek et al 2011 ; Tan et al 2021 ). According to the definition of ISTE ( 2015 ), CT is a subset of skills including creativity, cooperativity, algorithmic thinking, critical thinking, and problem-solving.…”

Section: Introductionmentioning

confidence: 94%

“…The International Science Education Conference 2021 ( ISEC 2021 ) used REP to incorporate design into the physics curriculum to address the problem of unfocused goals, which greatly improved students’ problem-solving efficiency. In programming activities, it is valid to use REP to cultivate students’ logical thinking, algorithmic thinking, critical thinking, and problem-solving skills ( Abdüsselam et al 2022 ; Griffin et al 2012 ; Rogers-Chapman 2014 ). Therefore, it can be inferred that REP can develop students’ CT skills in STEM learning activities, but this still needs to be confirmed in future studies.…”

Section: Literature Reviewmentioning

confidence: 99%

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Effect of Reverse Engineering Pedagogy on Primary School Students’ Computational Thinking Skills in STEM Learning Activities

et al. 2023

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Computational thinking (CT) is important for students because it is one of the 21st century’s skills. Reverse engineering pedagogy (REP) can improve students’ CT due to its ability to develop students’ cooperativity, algorithmic thinking, creativity, and problem-solving in discipline education. Thus, this study aimed to explore the effect of REP on primary school students’ CT skills in STEM learning activities. A total of 101 fifth graders in a primary school participated in the study for one semester (16 weeks), including 51 students in the experimental group (EG) with REP, and 50 students in the control group (CG) with the demonstration method (DM). The computational thinking scale (CTS) was used to measure the CT skills of students in the pretest and posttest. The Wilcoxon signed-rank test and the Mann-Whitney U test were used to analyze the data. The results verified that REP had a fine effect on the improvement of students’ CT skills compared to the DM. The findings can provide some ideas for researchers to develop students’ CT skills in STEM learning activities. Teachers can use different teaching methods to reasonably arrange teaching activities to develop primary school students’ CT skills.

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Section: Literature Reviewmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 94%

Section: Literature Reviewmentioning

confidence: 99%

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Effect of Reverse Engineering Pedagogy on Primary School Students’ Computational Thinking Skills in STEM Learning Activities

et al. 2023

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Promoting primary school students’ creativity via reverse engineering pedagogy in robotics education

Liu

Zhao

2023

Thinking Skills and Creativity

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Reverse Engineering in Robotics Classrooms: Boosting Creative Thinking and Problem Solving

PARLAK,

TOKEL,

ÇAKIROĞLU

2024

IJCSES

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This study explores the impact of robotics activities on the creativity and problem-solving performances of secondary school students. The participants consisted of 10 students from a computer science class at a secondary school. The robotics activities utilized Lego Ev3 kits and incorporated reverse engineering principles. Data were gathered using open-ended forms created to evaluate students' perspectives on creativity while engaging in tasks and their robotics problem-solving performances. The findings revealed that, most of the students demonstrated proficient skills, particularly in recognising problems, and creating alternatives, while their reasoning, applying the solution, and sharing skills were adequate. We hope this study will offer a valuable example of how to incorporate robotic activities within the reverse engineering approach.

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Programming education in the frameworks of reverse engineering and theory of didactical situations

Cited by 4 publications

References 44 publications

Effect of Reverse Engineering Pedagogy on Primary School Students’ Computational Thinking Skills in STEM Learning Activities

Effect of Reverse Engineering Pedagogy on Primary School Students’ Computational Thinking Skills in STEM Learning Activities

Promoting primary school students’ creativity via reverse engineering pedagogy in robotics education

Reverse Engineering in Robotics Classrooms: Boosting Creative Thinking and Problem Solving

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