Project “Algorithmic Thinking Skills through Play-Based Learning for Future's Code Literates”

Jančec, Lucija; Vujičić, Lidija

doi:10.23919/mipro52101.2021.9597078

Cited by 3 publications

(2 citation statements)

References 2 publications

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“…Algorithmic thinking dimension is the ability to understand, apply, evaluate and think systematically (steps done sequentially) [40], [41], [56], in solving problems with explicit instructions where the starting and ending points have been determined and solving problems at each point [40]. The findings on this dimension (algorithmic thinking is formed from six statement items: C10, C11, C12, C13, C14 which are inseparable) support several experts [41], [49], [57], [58] which states that algorithmic thinking is the most important component in CTS. The dimension of cooperative thinking is the result of thinking from cooperative learning methods where students are required to be able to help each other in the "social context" of other individuals in their group [59].…”

Section: Discussionmentioning

confidence: 99%

Exploratory factor analysis-instrument for self-assessment of computation thinking skills and collaboration skills

Sawiji,

Murtini,

Akbarini

et al. 2024

IJERE

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This study focuses on developing and validating instruments to assess the computational thinking skills (CTS) and collaboration skills (CS) of undergraduate students in Indonesia. Employing a quantitative research approach with the exploratory factor analysis (EFA) technique, the research process unfolded in three validation steps. First, face validity was established through expert judgment. Second, discriminant validity was examined using product-moment correlations and Cronbach’s alpha. Finally, EFA were employed to assess the factorial structure. The instrument development process followed five phases: drafting the instrument, face validity assessment by experts, data collection involving 242 undergraduate students as samples, discriminant validity analysis (product moment and Cronbach’s alpha), and EFA analysis to group items and construct dimensions. This study identified six dimensions for CTS (algorithmic thinking, cooperative thinking, problem reformulation, creativity, critical thinking, and systematic testing) and three dimensions for CS (knowledge sharing, planning, and responsibility). These findings support validating the CTS and CS self-assessment scale, making it a valuable tool for evaluating undergraduate student learning and researching computational thinking and CS in Indonesia. Researchers and educators are encouraged to utilize the CTS and CS instrument for self-assessment purposes and further exploration of these competencies among undergraduate students.

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Section: Discussionmentioning

confidence: 99%

Exploratory factor analysis-instrument for self-assessment of computation thinking skills and collaboration skills

Sawiji,

Murtini,

Akbarini

et al. 2024

IJERE

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“…Programing skills are difficult to learn; therefore, teaching the programming fundamentals entails didactic challenges for developing abstraction and algorithmic thinking [22]. Here, creating and controlling environments and computational solutions using programming skills are difficult for an individual.…”

Section: Context Problem and Theoretical Backgroundmentioning

confidence: 99%

Didactic Transposition in Extensa Sensu for Teaching Computer Programming Fundamentals

Insuasti¹,

Zapata-Jaramillo²,

Baron³

2023

Preprint

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Today, computer programming is an essential pillar in the education of individuals. Even though technological evolution has eased the massive need for computer programming, a systematic lit-erature review shows some problems remain with teaching computer programing. To address such issues, in this paper we propose an adapted theory, a method, and a model for teaching some knowledge objects associated with the concepts of variables, expressions, comparisons, loops, and functions in programming fundamentals in computer sciences. The main contribution of this study comprises the extension of the concept of didactic transposition to improve teaching in context; in this paper, the idea is called didactic transposition in extensa sensu. The proposal involves the development of a linguistic corpus based on syllabi, textbooks, reference manuals, and a survey applied to experts in teaching programming fundamentals based on seventy-eight universities worldwide. An adapted theory, a method, and a model for teaching programming fundamentals using computational linguistics are produced. In addition, a template is created for designing teaching practices in this regard. The proposal generates an important alternative for the devel-opment of teaching strategies where the conditions of the context are addressed as a priority; ad-ditionally, several aspects are considered for elaborating teaching strategies using computational linguistic techniques from written documents.

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Developing a game-based test to assess middle school sixth-grade students’ algorithmic thinking skills

KARAL,

ZENGİN

2024

International Journal of Assessment Tools in Education

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This study was carried out to develop a test to assess algorithmic thinking skills. To this end, the twelve steps suggested by Downing (2006) were adopted. Throughout the test development, 24 middle school sixth-grade students and eight experts in different areas took part as needed in the tasks on the project. The test was given to 252 students attending the sixth grade who were selected through purposeful sampling. The content validity of the test was ensured by means of obtaining expert opinion, whereas the construct validity was ensured by performing an independent sample t-test on the difference between the lower and upper groups. As a result, the algorithmic thinking skills assessment test was finalized with 22 main items and 2 sample items, totalling 24 items. The KR-20 reliability analysis proved a quite reliable test based on the reliability coefficient of 0.83. As mentioned earlier, the independent sample t-test was applied to the difference of lower and upper groups for construct validation of the test. It was seen that the test items are significant in discriminating the students in the lower and upper groups (p

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Project “Algorithmic Thinking Skills through Play-Based Learning for Future's Code Literates”

Cited by 3 publications

References 2 publications

Exploratory factor analysis-instrument for self-assessment of computation thinking skills and collaboration skills

Exploratory factor analysis-instrument for self-assessment of computation thinking skills and collaboration skills

Didactic Transposition in Extensa Sensu for Teaching Computer Programming Fundamentals

Developing a game-based test to assess middle school sixth-grade students’ algorithmic thinking skills

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