Teaching Computational Thinking Skills in C3STEM with Traffic Simulation

Dukeman, Anton; Caglar, Faruk; Shekhar, Shashank; Kinnebrew, John S.; Biswas, Gautam; Fisher, Douglas H.; Gokhale, Aniruddha

doi:10.1007/978-3-642-39146-0_33

Cited by 12 publications

(3 citation statements)

References 10 publications

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“… Algo.Rhythm [65]  Alice [7,16,29,60,73,82,109,115,116,117,118,119]  Ardublock [120]  Arduino [13,42,65,66]  Bebras [121,122]  Binary toy [123]  BingBee [124]  Blockly [63,71,125,126,127,128]  Bunny Bright [123]  CargoBot [129]  CHERP [15,24,103,104,130]  Code Bits [131]  CTArcade [132]  CTSiM [27,133,134,135]  CyberPLAYce [66]  DigitMile [136]  Dragon Architect [126]  Drawing Machine Model [37]  Entry [137]  Escape Machine [138,139]  Game ...…”

Section: Other Toolsmentioning

confidence: 99%

Computational Thinking in Secondary Education: Where does it fit? A systematic literary review

Lockwood

Mooney

2018

IJCSES

113

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Computational Thinking (CT) has been described as an essential skill which everyone should learn and can therefore include in their skill set. Seymour Papert [1] is credited as concretising Computational Thinking in 1980 but since Wing [2] popularised the term in 2006 and brought it to the international community's attention, more and more research has been conducted on CT in education. The aim of this systematic literary review is to give educators and education researchers an overview of what work has been carried out in the domain, as well as potential gaps and opportunities that still exist.

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Section: Other Toolsmentioning

confidence: 99%

Computational Thinking in Secondary Education: Where does it fit? A systematic literary review

Lockwood

Mooney

2018

IJCSES

113

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“…In a way, CompT skills are exhibited through data analysis obtained by identifying the trends, contributing factors and predicting the level of air quality after. Another example that can look into the literature of Dukeman et al, (2013) that applied the CompT concepts into the everyday routine of facing traffic routine to enhance students' ability to solve problems with the C3STEM instrument. The collaboration of students are encouraged, and this project-based learning promotes suggestion in improving traffic in their local community.…”

Section: Ict and Compt Activitiesmentioning

confidence: 99%

Computational Thinking: A Strategy for Developing Problem Solving Skills and Higher Order Thinking Skills (HOTS)

Zaharin¹,

Sharif²,

Mariappan³

2018

IJARBSS

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The Malaysian Education Blueprint has focused its aspirations to equip students with unparalleled thinking skills. The implementation of Higher Order Thinking Skills (HOTS) has push students to have the ability to solve problems which it is observed to be lacking. Thus, Computational Thinking (CompT) is proposed as a strategy to advocate solving problem skills among students. Other than that, its introduction to the curricula aims in yielding digital creators in this digital era. However, it has its misconceptions and has been perceived similar to Information and Communication Technology (ICT). Thus, this paper aims to change the perception of CompT and present techniques that can be put to use to promote solving problem skills among students. At the same time, it can complement the effort of enhancing HOTS among students

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“…We have adopted a two-step approach to promote learning of fundamental concepts while also scaffolding the solutions for complex real-world problems. Students first learn the fundamental STEM concepts by building agent-based simulation models of vehicle operations using our tool called Computational Thinking in Simulation and Model-Building (CTSiM) [1] . Students model vehicles slowing down and speeding up at STOP signs, and vehicle flow in traffic on city streets that may include traffic lights and turns by applying Newton's laws and calculus concepts.…”

mentioning

confidence: 99%

A Collaborative K-12 STEM Education Framework Using Traffic Flow as a Real-world Challenge Problem

Shekhar¹,

Caglar²,

Dukeman³

et al.

2014 ASEE Annual Conference &Amp; Exposition Proceedings

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Prior to his current position at Vanderbilt University, he was a Member of Technical Staff at Lucent Bell Labs. He is a Senior Member of both the IEEE and ACM.His research interests are in solving distributed systems challenges for real-time and embedded systems through effective software engineering principles and algorithm development. He is applying these expertise to develop an effective, cloud-based and ubiquitous infrastructure for scalable, collaborative STEM education.

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Teaching Computational Thinking Skills in C3STEM with Traffic Simulation

Cited by 12 publications

References 10 publications

Computational Thinking in Secondary Education: Where does it fit? A systematic literary review

Computational Thinking in Secondary Education: Where does it fit? A systematic literary review

Computational Thinking: A Strategy for Developing Problem Solving Skills and Higher Order Thinking Skills (HOTS)

A Collaborative K-12 STEM Education Framework Using Traffic Flow as a Real-world Challenge Problem

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