The framework for the integration of computational thinking in ideation process

Azman, Sharifah Maryam Syed; Arsat, Mahyuddin; Mohamed, Hasnah

doi:10.1109/tale.2017.8252305

Cited by 6 publications

(5 citation statements)

References 2 publications

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“…For this, the author, from an analysis of CT research, offers an educational process based on four ideation process steps. Our study is similar to that presented in Azman and Mohamed [Azman et al 2017] in using the ER to CT foster. However, we focused on understanding how our educational process quantitatively impacts the CT's skills to validate our proposal presented in [Souza et al 2022]] and, consequently, contribute to the literature with guidelines that can be applied to validate educational processes.…”

Section: Related Worksupporting

confidence: 91%

“…Some studies propose a kind of educational process for some teaching [Colomb 1986, Schivani 2014, Chevalier et al 2020b, Azman et al 2017. However, few have discussed how these models or educational processes are validated.…”

Section: Related Workmentioning

confidence: 99%

“…Azman and Mohamed [Azman et al 2017] proposed an educational process to foster CT in higher education. For this, the author, from an analysis of CT research, offers an educational process based on four ideation process steps.…”

Section: Related Workmentioning

confidence: 99%

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Analyzing the Effectiveness of an Educational Process for Teaching Programming Through Educational Robotics in a Brazilian Technical and Vocational High School

Souza,

Sampaio,

Andrade

2023

Anais Do XXXIV Simpósio Brasileiro De Informática Na Educação (SBIE 2023)

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Problem-solving is an essential human development skill that can be fostered through Computational Thinking (CT). Programming education has been explored to develop CT in High Schools. However, teaching programming can be challenging, being necessary educational processes that improve guidelines to direct this teaching. In the past, we proposed an educational process based on methods for teaching programming with Educational Robotics (ER) and the Anthropological Theory of Didactics. However, we still need to conclude the effectiveness validation of this educational process. This study aims to evaluate our educational process’s effectiveness in developing Technical and Vocational High School students’ CT skills. We intend to answer the research question: RQ) How effective is the impact of an educational process of teaching programming with ER on students’ CT skills in High School? The development of CT skills was evaluated through the Román-Gonzalez CT Test. The overall results indicated that the educational process is effective in teaching programming with ER impacting CT skills. This study’s result contributes to the scientific community in the sense of guiding the validation of an educational process.

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Section: Related Worksupporting

confidence: 91%

Section: Related Workmentioning

confidence: 99%

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Analyzing the Effectiveness of an Educational Process for Teaching Programming Through Educational Robotics in a Brazilian Technical and Vocational High School

Souza,

Sampaio,

Andrade

2023

Anais Do XXXIV Simpósio Brasileiro De Informática Na Educação (SBIE 2023)

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“…In Malaysia, research and initiatives have been taken by the MOE in introducing and teaching students to master the programming language with scratch and robotics activities. Furthermore, various studies involving scratch and robotics have gained the attention of researchers to guide CT in students (Cheah, 2016;Saad, 2020;Sharifah Maryam et al, 2017). Meanwhile, in the analysis of long-term effects, the importance of programming puts pressure on students when students majoring in computer science after graduation often end up with desperate results or switch to other subjects (Becker, 2019).…”

Section: Computational Thinking In Educationmentioning

confidence: 99%

Effects of ME-CoT Teaching Module on Students’ Biology Achievement, Computational Thinking, and Metacognitive Awareness

Markandan¹,

Osman²

2023

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During the Industrial Revolution 4.0 (IR 4.0), the rise of a young generation that is creative, innovative, able to adapt to technology, competitive, and productive to meet the needs of globalization begins at the school level by elevating the quality of pedagogy in the classroom. This initiative can be achieved through active learning applied through the practice of computational thinking (CT) as a problem-solving skill. Nevertheless, due to an insufficient understanding of CT skills and the absence of particular modules to direct teachers, the integration of CT as a problem-solving skill is still declining in the classroom. Therefore, the ME-CoT module has been developed to provide a platform to help teachers and students apply CT as a problem-solving skill in the classroom to improve achievement in STEM subjects, especially Biology, build CT, and develop metacognitive awareness. Thirty-one secondary school students from the Jempol district (16 in the control group whereas 15 in the treatment group) engaged in this research. Furthermore, to analyze the efficiency of the ME-CoT module, a quasi-experimental study with a pre-test and post-test design was carried out. The treatment group applied the ME-CoT module, while the control group utilized the traditional method. The instruments used are the Respiratory System in Humans and Animal Achievement test, MAI (Metacognitive Awareness Inventory), as well as CT as Problem Solving Questionnaire. Both inferential and descriptive statistics were employed to analyze the data. Wilcoxon T-Test and Mann-Whitney U Test were implemented in inferential statistics because the number of samples used was less than 20 students per group. Although there was an improvement in the control group, the treatment group's inferential test results demonstrated a more significant improvement. Therefore, the study's findings cannot be generalized. Still, the implications of this study suggest that the application of CT as a problem-solving skill may enhance How to cite this paper:

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“…Although computational thinking is an approach to problem-solving that normally being associated to the use of computers, the process of using mental skills is more prominence rather than solely relying on just computer [6]. Through integrating CT components such as decomposition and abstraction in the ideation process of developing solutions, creativity and innovation can be encouraged [7].…”

Section: A Computational Thinking In Teaching and Learningmentioning

confidence: 99%

Investigating Students’ Computational Thinking Skills on Matter Module

Lapawi¹,

Husnin²

2020

IJACSA

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The revolution of the fourth industrial has impacted most aspect of our life and demanding a paradigm shift including education. It has become to our attention that there is a need to inculcate complex problem-solving skills among youth to equipped them to face the challenges in the era of digital technology. To fulfill the needs, computational thinking was introduced in school curriculum in Malaysia in 2017. It is still rather new, and this creates opportunity to understand how computational thinking can best be integrated in teaching and learning. In this study, we developed a module for a science topic, Matter and examine its impact on computational thinking skills on 65 students at secondary level. The computational thinking skills integrated in this study were abstraction, decomposition, algorithm, generalization, and evaluation. A quasi-experimental method was employed, and the ANCOVA result showed that there was no significant difference between control and treatment group on computational thinking skills. However, the score means for each of the computational thinking skills for both groups, showed that three skills in the treatment group were higher than the control group. The three computational thinking skills were decomposition, evaluation, and algorithm. This study suggested that CT involved mental process and proper planning is crucial to integrate computational thinking skills as teaching and learning is very contextual in nature.

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The framework for the integration of computational thinking in ideation process

Cited by 6 publications

References 2 publications

Analyzing the Effectiveness of an Educational Process for Teaching Programming Through Educational Robotics in a Brazilian Technical and Vocational High School

Analyzing the Effectiveness of an Educational Process for Teaching Programming Through Educational Robotics in a Brazilian Technical and Vocational High School

Effects of ME-CoT Teaching Module on Students’ Biology Achievement, Computational Thinking, and Metacognitive Awareness

Investigating Students’ Computational Thinking Skills on Matter Module

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