The Cyber Weapon: Decomposing Puzzles in Unplugged Computational Thinking Practices with Computational Objects

Hachmann, Roland

doi:10.1007/s13218-022-00756-8

Cited by 2 publications

(2 citation statements)

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“…Der gives undervejs enkelte eksempler af spekulativ karakter, der hovedsageligt tager afsaet i kodning. Afslutningsvis gives der to konkrete eksempler fra empiriske undersøgelser i skolen (Hachmann, 2022a;2022b), hvor computationel literacy bringes i spil.…”

Section: Indledningunclassified

“…Ydermere fremhaeves det i den fremtraedende forskningslitteratur, at der er et behov for at arbejde både gennem plugged og unplugged tilgange (Caeli & Yadav, 2019) i undervisning, således at der arbejdes med kognitive og kropslige perspektiver gennem brugen af både analoge og digitale ting (Brennan & Resninck, 2012;Grover & Pea, 2013, Mikkonen, 2021Dohn, 2021). I Figur 2 nedenfor praesenteres en simpel grafik, der illustrerer, hvordan begrundelser for stof-og indholdsudvaelgelse (hvad og hvordan) i et computationelt literacy-perspektiv er forankret i de ovenstående opmaerksomhedspunkter: Foto fra empirisk undersøgelse før og under aktiviteten (Hachmann, 2022a) .…”

Section: Computationel Literacy I Skolen Og Eksempler Fra Praksisunclassified

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Computationel Literacy

Hachmann¹

2023

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Denne konceptuelle artikel indlejrer sig i snitfladen mellem datalogi og didaktik. Artiklen bidrager til det danske forskningsfelt ved at rejse en begyndende diskussion om materialiteters rolle i forhold til det at lære computationel literacy som et delvist grundlag for elevernes teknologiforståelser i skolen. Computationel literacy er i artiklen defineret som færdigheder og dispositioner, der bringes i anvendelse i en teknologimedieret og situeret kontekst med det sigte at opnå et værdsat mål. Artiklen indledes med en kort skitsering af begrebets fremkomst og derefter en udfoldelse af computationel literacy som et begreb hvor tre sammenflettede aspekter, det kognitive, det sociale og det materielle udfoldes. Artiklen afsluttes med to eksempler på computationel literacy i en skolekontekst og hvordan materialitet her spiller en vigtig rolle i forhold til de stof- og indholdskriterier, der er afsættet for undervisningen.

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Section: Indledningunclassified

Section: Computationel Literacy I Skolen Og Eksempler Fra Praksisunclassified

Computationel Literacy

Hachmann¹

2023

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Computational Thinking Processes in Solving the Corona Epidemic Model: Pre-service Maths Teachers

Marom,

Waluya,

Mariani

et al. 2024

IJERR

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In the 21st century, pre-service mathematics teachers are expected to have problem-solving skills that are effective, efficient, and solutive and are in line with the mindset of computer experts. In learning mathematics, the concept of computational thinking (CT) is also needed and at this time, many still have difficulty solving mathematical problems in general, especially in solving problems in epidemic mathematical models. The subjects of this study were twenty-seven pre-service mathematics teacher students who took mathematical modeling courses. The researcher used the purposive sampling technique to select two research samples. The research method used was a descriptive qualitative research method in exploring the thinking process of pre-service mathematics teacher students in solving the problem of modeling the epidemic spread of disease. The results showed that the thinking process of the first subject began with identifying the problem and existing information by writing down the data in the form of a graph so as to get a certain pattern, which was then used as the basis for the process of transforming the problem into mathematical language. By adding assumptions related to the existence of environmental limitations in the next epidemic model, the concept of differential equations, in which there are integral properties and natural logarithms, can be used to find the solution to the epidemic model. The second subject was unable to solve the integral at hand. The researcher discovered that pre-service mathematics teacher students who correctly solved the problem in the mathematical model used CT components, namely decomposition, abstraction, pattern recognition, algorithm and mathematical literacy.

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The Cyber Weapon: Decomposing Puzzles in Unplugged Computational Thinking Practices with Computational Objects

Cited by 2 publications

References 20 publications

Computationel Literacy

Computationel Literacy

Computational Thinking Processes in Solving the Corona Epidemic Model: Pre-service Maths Teachers

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