Teaching Software Engineering in K-12 Education: A Systematic Mapping Study

Pinheiro, Fernando da Cruz; Wangenheim, Christiane Gresse von; Filho, Raul Missfeldt

doi:10.15388/infedu.2018.10

Cited by 14 publications

(11 citation statements)

References 29 publications

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“…Yet, these efforts seem to be scattered, making it difficult to obtain an overview on existing instructional units, as existing reviews on teaching computing focus mostly on computational thinking (Lye and Koh, 2014;Grover and Pea, 2013;Heintz et al, 2016;Google, 2016), or related knowledge areas such as Software Engineering (da Cruz Pinheiro et al, 2018). Literature providing an overview on how to teach AI/ML in K-12 is basically nonexistent, as surveys on practices and teaching of AI by focuses on higher education only (Wollowski et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Teaching Machine Learning in School: A Systematic Mapping of the State of the Art

Marques¹,

Wangenheim²,

Hauck³

2020

Informatics in Education

104

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Although Machine Learning (ML) is integrated today into various aspects of our lives, few understand the technology behind it. This presents new challenges to extend computing education early to ML concepts helping students to understand its potential and limits. Thus, in order to obtain an overview of the state of the art on teaching Machine Learning concepts in elementary to high school, we carried out a systematic mapping study. We identified 30 instructional units mostly focusing on ML basics and neural networks. Considering the complexity of ML concepts, several instructional units cover only the most accessible processes, such as data management or present model learning and testing on an abstract level black-boxing some of the underlying ML processes. Results demonstrate that teaching ML in school can increase understanding and interest in this knowledge area as well as contextualize ML concepts through their societal impact.

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Section: Introductionmentioning

confidence: 99%

Teaching Machine Learning in School: A Systematic Mapping of the State of the Art

Marques¹,

Wangenheim²,

Hauck³

2020

Informatics in Education

104

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“…Regarding the characteristics of MOOCs aimed at K-12 teachers and students, studies have appeared in the literature. Since 2013 [32,42,52,54], there have been studies on interaction in K-12 MOOCs and their benefits, as to the great potential in the enrichment of learning opportunities and the adaptation of pedagogical models according to this population [15].…”

Section: Status Of Relevant Research Related To Mooc K-12 or Steammentioning

confidence: 99%

Revisión sistemática de literatura: MOOC K-12 y STEAM

Yela

Bucheli

Ordóñez

2021

Investigación e Innovación en Ingenierías

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Objetivo: Identificar los trabajos de investigación centrados en los MOOC K-12 o STEAM, enfocados en el potencial de los entornos de educación, remodelando el marco educativo actual en la educación secundaria. Metodología: Se definieron ecuaciones para realizar las búsquedas de articulos publicados en conferencias y revistas mediante bases de datos bibliográficas, que permitieron sustraer los articulos para construir el corpus de referencias. Posteriormente, se analizan y sintetizan las investigaciones más significativas para el desarrollo de la revisión sistemática. Resultados: Esta revisión permitió identificar las tendencias, desafíos y oportunidades sobre MOOC K-12 o STEAM, identificando las implementaciones de cursos de ciencias de computación o pensamiento computacional en educación secundaria. Este tipo de iniciativas han obtenido resultados positivos, puesto que se han incrementado el número de estudiantes que seleccionan la programación informática como eje fundamental en el examen nacional para educación superior. Conclusiones: Las investigaciones se han centrado en su mayoría en la incorporación de la programación con cursos complementarios ofertados de forma opcional en educación secundaria, con un enfoque combinado, es decir, se llevan a cabo clases tradicionales con el apoyo de los MOOC. La gran mayoría de los MOOC para educación secundaria se han implementado específicamente para satisfacer las necesidades de los docentes y estudiantes de educación secundaria, con el fin de mejorar y apoyar el plan de estudios, y motivar a los estudiantes como futuros miembros activos en la creación de tecnología.

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“…https: //doi.org/10.15405/epsbs.2019.09.02.42 Corresponding Author: Oksana O. Gorshkova Selection and peer-review under results and experience of pedagogical research in this area (Pinheiro, Wangenheim, & Filho, 2018).…”

Section: The Content Of the Concept Of Technical Universities Studentmentioning

confidence: 99%