You searched for subject:(Computational Thinking).
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Penn State University
1.
Negron, Adrian Ernesto.
GENDER AND SCRATCH: EXPLORING SUPPORT FOR ONLINE GENDERED SETTINGS.
Degree: 2018, Penn State University
URL: https://submit-etda.libraries.psu.edu/catalog/15085aen5119 
► Researchers who have investigated gender differences within STEM fields have produced a significant body of literature, primarily focused on assessing and understanding the inequalities that…
(more)
▼ Researchers who have investigated gender differences within STEM fields have produced a significant body of literature, primarily focused on assessing and understanding the inequalities that women face when entering these fields. The computer information science (CIS) field is a subfield within STEM that has seen a continuous decrease in participation and retention of women (Wang, Hong, Ravitz, & Ivory, 2015). Some of the influential factors behind this continuous decline include gender differences in self-efficacy, social encouragement, the CS environment, stereotypes and academic exposure (Beyer, Rynes, Perrault, Hay, & Haller, 2003; Cheryan, Plaut, Davies, & Steele, 2009; Rosson, Carroll, & Sinha, 2011). With respect to CIS introductory education, middle school children are commonly identified as a desirable age group, because early introduction to the CIS ideas might help to combat some of the problematic factors (i.e., before the impacts become too entrenched; Armoni, Meerbaum-Salant, & Ben-Ari, 2015; Carter, 2006). However, while many researchers have explored gender differences in CIS education among middle school students, little has been done to understand the nature of such factors as part of an online environment. In this study, I present a qualitative analysis of student discussions within the Scratch programming community. The analysis examines comments that are posted in forums that are marked with varying gender cues. The research objective was to determine whether factors such as self-efficacy, social encouragement and stereotyped references are apparent in boys’ and girls’ discussions about their Scratch projects, and if so what implications they may have for the children’s online learning experiences.
Advisors/Committee Members: Mary Beth Rosson, Thesis Advisor/Co-Advisor.
Subjects/Keywords: IT gender differences; Computational thinking
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APA (6th Edition):
Negron, A. E. (2018). GENDER AND SCRATCH: EXPLORING SUPPORT FOR ONLINE GENDERED SETTINGS. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/15085aen5119
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Negron, Adrian Ernesto. “GENDER AND SCRATCH: EXPLORING SUPPORT FOR ONLINE GENDERED SETTINGS.” 2018. Thesis, Penn State University. Accessed January 15, 2021.
https://submit-etda.libraries.psu.edu/catalog/15085aen5119.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Negron, Adrian Ernesto. “GENDER AND SCRATCH: EXPLORING SUPPORT FOR ONLINE GENDERED SETTINGS.” 2018. Web. 15 Jan 2021.
Vancouver:
Negron AE. GENDER AND SCRATCH: EXPLORING SUPPORT FOR ONLINE GENDERED SETTINGS. [Internet] [Thesis]. Penn State University; 2018. [cited 2021 Jan 15].
Available from: https://submit-etda.libraries.psu.edu/catalog/15085aen5119.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Negron AE. GENDER AND SCRATCH: EXPLORING SUPPORT FOR ONLINE GENDERED SETTINGS. [Thesis]. Penn State University; 2018. Available from: https://submit-etda.libraries.psu.edu/catalog/15085aen5119
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Open Universiteit Nederland
2.
Fanchamps, Nardie.
De Invloed van SRA Programmeren op Mathematisch Redeneren en Zelfeffectiviteit met Lego Robotica in Twee Instructievarianten .
Degree: 2016, Open Universiteit Nederland
URL: http://hdl.handle.net/1820/7371
► In Nederland is er op dit moment veel belangstelling voor implementatie van programmeren met leerlingen in het curriculum van het basisonderwijs (Kennisnet, 2015; Maas, 2015).…
(more)
▼ In Nederland is er op dit moment veel belangstelling voor implementatie van programmeren met leerlingen in het curriculum van het basisonderwijs (Kennisnet, 2015; Maas, 2015). Programmeren is een onderwerp dat relevant wordt geacht voor de ontwikkeling van kinderen in relatie tot het ontwikkelen van analytische vaardigheden en een logische manier van denken, ook wel aangeduid als computational thinking. Computational thinking wordt omschreven als het procesmatig (her)formuleren van problemen op een zodanige manier dat het mogelijk wordt om met computertechnologie het probleem op te lossen (Wing, 2006). Het omvat denkprocessen waarbij probleemformulering, gegevensorganisatie, analyse en -representatie worden gebruikt voor het oplossen van problemen met behulp van ICT-technieken en ICT-gereedschappen. Het is een manier van denken die toegepast kan worden bij het uitvoeren van complexe taken en bij het oplossen van problemen volgens een proces van logisch en gestructureerd denken (Lee et al., 2011). Computational thinking articuleert vaardigheden die ook bij andere vakken en disciplines van pas komen. Daarbij vragen de denkprocessen onderliggend aan computational thinking voor een bepaalde mate van self-efficacy van de lerende (Bandura, 1977). Self-efficacy (zelfeffectiviteit) betreft de door de lerende zelf ingeschatte vaardigheid en het eigen ingeschatte vertrouwen voor het succesvol verrichten van een bepaalde taak of op te lossen probleem (Zimmerman, 2000). Eerder onderzoek toont aan dat het oplossen van ICT-vraagstukken gebaseerd op robotica-omgevingen bijdraagt aan de vaardigheid bij het oplossen van wiskundeproblemen (Silk, Schunn, & Shoop, 2009). Het wiskundig denken en redeneren moet daarbij ingezet worden om een uitdagend robotica-programmeerprobleem op te lossen waarna de nieuw opgedane, op wiskunde gebaseerde vaardigheden getransfereerd kunnen worden naar een toepassing bij het oplossen van een wiskundig rekenprobleem (Alfieri, Higashi, Shoop, & Schunn, 2015).
Met dit onderzoek wordt beoogd beter inzicht te krijgen in wat een op robotica gebaseerde ICT-omgeving bijdraagt aan de analytische vaardigheid van basisschoolleerlingen. Onderzocht is of de gehanteerde instructievariant, gehanteerd tijdens een robotica-interventie om sense, reason and act-programmeren (SRA) te leren, van invloed is op het oplossen van op algoritmen gebaseerde rekenproblemen. Tevens is onderzocht of de zelfeffectiviteit van de lerende, op basis van de aangeboden ICT-leeromgeving, toeneemt en of de gehanteerde instructievariant van invloed is op de zelfeffectiviteit van de lerende. De resultaten kunnen gebruikt worden om een beter advies mogelijk te maken over de positie van robotica-technologie in het basisonderwijs.
Aan dit onderzoek hebben alle leerlingen uit groep 7 en groep 8 van een academische basisschool uit het zuiden van Nederland deelgenomen (N=62). Deze leerlingen zijn per jaargroep in tweetallen ingedeeld in groepjes van gemiddeld gelijke sterkte op basis van de rekenscores volgens het leerlingvolgsysteem (score laag…
Subjects/Keywords: programmeren;
computational thinking;
wiskunde
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APA (6th Edition):
Fanchamps, N. (2016). De Invloed van SRA Programmeren op Mathematisch Redeneren en Zelfeffectiviteit met Lego Robotica in Twee Instructievarianten .
(Masters Thesis). Open Universiteit Nederland. Retrieved from http://hdl.handle.net/1820/7371
Chicago Manual of Style (16th Edition):
Fanchamps, Nardie. “De Invloed van SRA Programmeren op Mathematisch Redeneren en Zelfeffectiviteit met Lego Robotica in Twee Instructievarianten .
” 2016. Masters Thesis, Open Universiteit Nederland. Accessed January 15, 2021.
http://hdl.handle.net/1820/7371.
MLA Handbook (7th Edition):
Fanchamps, Nardie. “De Invloed van SRA Programmeren op Mathematisch Redeneren en Zelfeffectiviteit met Lego Robotica in Twee Instructievarianten .
” 2016. Web. 15 Jan 2021.
Vancouver:
Fanchamps N. De Invloed van SRA Programmeren op Mathematisch Redeneren en Zelfeffectiviteit met Lego Robotica in Twee Instructievarianten .
[Internet] [Masters thesis]. Open Universiteit Nederland; 2016. [cited 2021 Jan 15].
Available from: http://hdl.handle.net/1820/7371.
Council of Science Editors:
Fanchamps N. De Invloed van SRA Programmeren op Mathematisch Redeneren en Zelfeffectiviteit met Lego Robotica in Twee Instructievarianten .
[Masters Thesis]. Open Universiteit Nederland; 2016. Available from: http://hdl.handle.net/1820/7371
3.
Sato von Rosen, Henning.
Programming Arcade Games using Natural Language - Utilizing inherent language skills as a gentler introduction to Computational Thinking
.
Degree: Chalmers tekniska högskola / Institutionen för data och informationsteknik, 2019, Chalmers University of Technology
URL: http://hdl.handle.net/20.500.12380/301907
► Due to the technological advances in society, the need for digital competences is increasing. The purpose of this thesis is to develop a web application…
(more)
▼ Due to the technological advances in society, the need for digital competences is
increasing. The purpose of this thesis is to develop a web application that introduces
children between ages 10 and 18 to basic programming concepts and train them in
Computational Thinking by using their existing knowledge of Natural Languages.
By using a restricted part of Natural Language instead of a programming language,
we take advantage of the users inherent language skills, with the aim of a gentler
introduction to Computational Thinking. Questions that are treated include, among
others, what contribution can be made to the education of children in Computational
Thinking, how to handle the input from the user, how to transform the input to
a playable game and how the system should handle errors in the input. These
questions were investigated by the development of an application which consists of
a parser, implemented using a third party parsing library (Nearly.js), an Evaluator,
which evaluates the result from parsing the input and organises it in a data structure
that represents the game. This data structure, the game representation, is then given
to a game engine that constructs a playable game according to the users intentions.
This game is then displayed in the User Interface, where the user can interact with
it. Possible strategies for evaluating our system are A-B testing, survey or user
analysis. Furthermore, extensions on the application include more extensive error
messages, support for multiple source languages and providing challenges to test
the user. We conclude that the result was a modular and extendable application.
Moreover, it is our conviction that our application does contribute to learning parts
of Computational thinking.
Subjects/Keywords: Computational Thinking;
Natural Language;
education
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APA (6th Edition):
Sato von Rosen, H. (2019). Programming Arcade Games using Natural Language - Utilizing inherent language skills as a gentler introduction to Computational Thinking
. (Thesis). Chalmers University of Technology. Retrieved from http://hdl.handle.net/20.500.12380/301907
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Sato von Rosen, Henning. “Programming Arcade Games using Natural Language - Utilizing inherent language skills as a gentler introduction to Computational Thinking
.” 2019. Thesis, Chalmers University of Technology. Accessed January 15, 2021.
http://hdl.handle.net/20.500.12380/301907.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Sato von Rosen, Henning. “Programming Arcade Games using Natural Language - Utilizing inherent language skills as a gentler introduction to Computational Thinking
.” 2019. Web. 15 Jan 2021.
Vancouver:
Sato von Rosen H. Programming Arcade Games using Natural Language - Utilizing inherent language skills as a gentler introduction to Computational Thinking
. [Internet] [Thesis]. Chalmers University of Technology; 2019. [cited 2021 Jan 15].
Available from: http://hdl.handle.net/20.500.12380/301907.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Sato von Rosen H. Programming Arcade Games using Natural Language - Utilizing inherent language skills as a gentler introduction to Computational Thinking
. [Thesis]. Chalmers University of Technology; 2019. Available from: http://hdl.handle.net/20.500.12380/301907
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
4.
Counts, James.
Teaching Kids Computational Thinking with Game Design Activities
.
Degree: 2013, California State University – San Marcos
URL: http://hdl.handle.net/10211.8/556
► Computational Thinking is an increasingly important problem solving tool in a variety of fields because it involves decomposing seemingly intractable problems into smaller, solvable problems,…
(more)
▼ Computational Thinking is an increasingly important problem solving tool in a variety of fields because it involves decomposing seemingly intractable problems into smaller, solvable problems, managing complexity with abstractions, and making tradeoffs between effort and accuracy. Because programming and
computational thinking are not equivalent, this research focuses on teaching
computational thinking concepts without the additional burden of learning to program. This thesis describes an interactive game design environment students can use to manipulate game rules in real time. The game provided by the environment is an easy-to-learn platform jumper style game, where the hero earns points by jumping from platform to platform. Students can adjust a variety of game rules while the game runs, including the size of the board, the hero???s agility, and the composition and position of the platforms. Students receive immediate feedback on the effectiveness of the game rules they choose because the game is always running. The environment features an unobtrusive data collection mechanism which allows researchers to answer specific questions about student behavior and engagement. For example, the data can answer questions such as: How long does it take a student to reach a certain point threshold? Are students more interested in playing the game or designing the game? What rules do students adjust most often? Student interaction with the environment was studied on three separate occasions with three separate groups of students. The retrospective questionnaires complement the environment by helping students articulate the trade-offs they considered when setting game rules. Questionnaire design focused on which combination of prompts and activities would best help students to articulate
computational thinking skills. In some sessions students were encouraged to design games for their own enjoyment and in other sessions students were prompted to design games for another student to play. After providing the prompt, the questionnaires asked students to explain why they designed the game the way they did. The overall experience helps students build confidence in their problem solving abilities and demonstrated a data collection mechanism which can be used for further research.
Advisors/Committee Members: Ouyang, Youwen (advisor).
Subjects/Keywords: Computer Science;
Computational Thinking;
Gamification
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APA ·
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APA (6th Edition):
Counts, J. (2013). Teaching Kids Computational Thinking with Game Design Activities
. (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/556
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Counts, James. “Teaching Kids Computational Thinking with Game Design Activities
.” 2013. Thesis, California State University – San Marcos. Accessed January 15, 2021.
http://hdl.handle.net/10211.8/556.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Counts, James. “Teaching Kids Computational Thinking with Game Design Activities
.” 2013. Web. 15 Jan 2021.
Vancouver:
Counts J. Teaching Kids Computational Thinking with Game Design Activities
. [Internet] [Thesis]. California State University – San Marcos; 2013. [cited 2021 Jan 15].
Available from: http://hdl.handle.net/10211.8/556.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Counts J. Teaching Kids Computational Thinking with Game Design Activities
. [Thesis]. California State University – San Marcos; 2013. Available from: http://hdl.handle.net/10211.8/556
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Brigham Young University
5.
Browning, Samuel Frank.
Using Dr. Scratch as a Formative Feedback Tool to Assess Computational Thinking.
Degree: MS, 2017, Brigham Young University
URL: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7663&context=etd
► Scratch is one of the most popular ways to teach younger children to code in K–8 throughout the U.S. and Europe. Despite its popularity, Scratch…
(more)
▼ Scratch is one of the most popular ways to teach younger children to code in K–8 throughout the U.S. and Europe. Despite its popularity, Scratch lacks a formative feedback tool to inform students and teachers of a student's progress in coding ability. Dr. Scratch was built to fill this need. This study seeks to answer if using Dr. Scratch as a formative feedback tool accelerates the students' progress in coding ability and Computational Thinking (CT). Forty-one 4th-6th grade students participated in a 1-hour/week Scratch workshop for nine weeks. We measured pre- and posttest results of the Computational Thinking Test (CTt) between control (n = 18) and treatment groups (n = 23) using three methods: propensity score matching (treatment = .575; control = .607; p = .696), information maximum likelihood technique (treatment effect = -.09; p = .006), and multiple linear regression. Both groups demonstrated significant increased posttest scores over their pretest (treatment = +8.31%; control = +5.43%), though which group improved the most varied depending on which test was run. We discuss the implications of using Dr. Scratch as a formative feedback tool and recommend further research on the use of such tools in elementary coding experiences.
Subjects/Keywords: Computational thinking; Scratch; computational thinking test; Educational Psychology
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APA (6th Edition):
Browning, S. F. (2017). Using Dr. Scratch as a Formative Feedback Tool to Assess Computational Thinking. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7663&context=etd
Chicago Manual of Style (16th Edition):
Browning, Samuel Frank. “Using Dr. Scratch as a Formative Feedback Tool to Assess Computational Thinking.” 2017. Masters Thesis, Brigham Young University. Accessed January 15, 2021.
https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7663&context=etd.
MLA Handbook (7th Edition):
Browning, Samuel Frank. “Using Dr. Scratch as a Formative Feedback Tool to Assess Computational Thinking.” 2017. Web. 15 Jan 2021.
Vancouver:
Browning SF. Using Dr. Scratch as a Formative Feedback Tool to Assess Computational Thinking. [Internet] [Masters thesis]. Brigham Young University; 2017. [cited 2021 Jan 15].
Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7663&context=etd.
Council of Science Editors:
Browning SF. Using Dr. Scratch as a Formative Feedback Tool to Assess Computational Thinking. [Masters Thesis]. Brigham Young University; 2017. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7663&context=etd
Vanderbilt University
6.
Bell, Amanda Marie.
Exploring Computational Thinking Concepts, Practices, and Dispositions in K-12 Computer Science and Engineering.
Degree: MS, Learning, Teaching and Diversity, 2018, Vanderbilt University
URL: http://hdl.handle.net/1803/12265
► New initiatives in computing education call for the integration of computational thinking (CT) across subjects in K-12 schools. At the same time, researchers do not…
(more)
▼ New initiatives in computing education call for the integration of
computational thinking (CT) across subjects in K-12 schools. At the same time, researchers do not have a strong consensus about what CT is and how it is applied in different contexts. To begin to address this gap in understanding, the goal of this paper was to explore what it means to be a competent
computational thinker in different contexts. Drawing on the theory of legitimate peripheral participation, I argued for organizing CT in terms of concepts, practices, and dispositions. Using this framework, I reviewed existing research on the use of CT in K-12 computer science, and I explored the overlaps of CT with engineering design practices. I included studies related to CT learning and identity, most of which focused on motivation and interest. Finally, I pointed to open questions in the field and urged future studies to examine identity and the development of students’ sense of belonging over time in different communities using CT.
Advisors/Committee Members: Corey Brady (committee member), Doug Clark (committee member), Melissa Gresalfi (Committee Chair).
Subjects/Keywords: computational thinking; computer science; engineering; identity; learning
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APA ·
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APA (6th Edition):
Bell, A. M. (2018). Exploring Computational Thinking Concepts, Practices, and Dispositions in K-12 Computer Science and Engineering. (Thesis). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12265
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Bell, Amanda Marie. “Exploring Computational Thinking Concepts, Practices, and Dispositions in K-12 Computer Science and Engineering.” 2018. Thesis, Vanderbilt University. Accessed January 15, 2021.
http://hdl.handle.net/1803/12265.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Bell, Amanda Marie. “Exploring Computational Thinking Concepts, Practices, and Dispositions in K-12 Computer Science and Engineering.” 2018. Web. 15 Jan 2021.
Vancouver:
Bell AM. Exploring Computational Thinking Concepts, Practices, and Dispositions in K-12 Computer Science and Engineering. [Internet] [Thesis]. Vanderbilt University; 2018. [cited 2021 Jan 15].
Available from: http://hdl.handle.net/1803/12265.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Bell AM. Exploring Computational Thinking Concepts, Practices, and Dispositions in K-12 Computer Science and Engineering. [Thesis]. Vanderbilt University; 2018. Available from: http://hdl.handle.net/1803/12265
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Penn State University
7.
Webb, Heidi C.
Injecting Computational Thinking into Computing Activities for Middle School Girls.
Degree: 2013, Penn State University
URL: https://submit-etda.libraries.psu.edu/catalog/18755
► Advances in technology have caused high schools to update their computer science curricula; however there has been little analogous attention to technology-related education in middle…
(more)
▼ Advances in technology have caused high schools to update their computer science curricula; however there has been little analogous attention to technology-related education in middle schools. With respect to computer-related knowledge and skills, middle school students are at a critical phase in life, exploring individualized education options and starting to wonder "How will computing technology fit into my future?" My research investigates how the merging of computing skills and
computational thinking concepts can be integrated into computer learning activities for outreach enrichment programs to provide middle school girls a positive learning experience.
The public school classroom of today provides many opportunities for students to use technology, but it is important to recognize that using does not equate to understanding. A decade ago it was important to ensure that all students acquired basic computer literacy and fluency with general tools like word processors and spreadsheets. However, in today’s world students need a broader set of computer-related concepts and skills to prepare them for their future education and career activities. For example, the ability to access, manipulate and make sense of large amounts of structured data stored in a database can be important in careers as diverse as health care, graphic design, and environment science.
With respect to gender and computer-based skills, research shows that both girls and boys express an interest in many different forms of technology throughout their childhood, but they tend to be attracted to different activities. For example, girls have been shown to enjoy creating stories where they can personalize the environment and work on role-playing scenarios (Kelleher and Pausch 2007). Boys and girls both enjoy creating games, but with boys their role-play tends to involve evil fantasy characters and situations where competition to race or be better than the next person is important (Kafai 1996). Girls need an engaging learning environment which supports their creativity and interests. When girls are able to work collaboratively on problems which are interesting to them and fun, their confidence increases and they also realize there are other girls who share their same interests in technology activities (Hughes 2005).
Recently, high schools in the United States have shifted their computer-based courses from traditional programming courses to a curriculum inspired by foundational
computational concepts (Goode and Margolis 2011). For example, instead of learning to sort bowling scores, students learn about computing and its relationship to the world around them; they do this by working on projects that produce
computational artifacts. Programming is still a part of the coursework, but instead of being a focus for skill development, programming is presented as a tool that aids in discovery of new ideas and concepts(CollegeBoard 2010) . More specifically,
computational thinking (CT) skills and techniques have gained attention in K-12 education; CT…
Advisors/Committee Members: Mary Beth Rosson, Dissertation Advisor/Co-Advisor, Mary Beth Rosson, Committee Chair/Co-Chair, Lynette Marie Yarger, Committee Member, Heng Xu, Committee Member, Priya Sharma, Special Member.
Subjects/Keywords: computational thinking; middle school; scaffolded example; Scratch
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APA ·
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Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Webb, H. C. (2013). Injecting Computational Thinking into Computing Activities for Middle School Girls. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/18755
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Webb, Heidi C. “Injecting Computational Thinking into Computing Activities for Middle School Girls.” 2013. Thesis, Penn State University. Accessed January 15, 2021.
https://submit-etda.libraries.psu.edu/catalog/18755.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Webb, Heidi C. “Injecting Computational Thinking into Computing Activities for Middle School Girls.” 2013. Web. 15 Jan 2021.
Vancouver:
Webb HC. Injecting Computational Thinking into Computing Activities for Middle School Girls. [Internet] [Thesis]. Penn State University; 2013. [cited 2021 Jan 15].
Available from: https://submit-etda.libraries.psu.edu/catalog/18755.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Webb HC. Injecting Computational Thinking into Computing Activities for Middle School Girls. [Thesis]. Penn State University; 2013. Available from: https://submit-etda.libraries.psu.edu/catalog/18755
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Jönköping University
8.
Amanda, Tholin.
Utvecklingsmöjligheter vid användandet av making i programmeringsundervisning : En studie om elevers möjligheter och svårigheter i skapandet av kod.
Degree: Education and Communication, 2020, Jönköping University
URL: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49215
► Programming is a new subject in the Swedish curriculum, as a part in teaching mathematics. Literature studies highlights the need of empirical studies in…
(more)
▼ Programming is a new subject in the Swedish curriculum, as a part in teaching mathematics. Literature studies highlights the need of empirical studies in order to develop computational thinking. “Making” is a pedagogical practice used in teaching programming which, according to previous research, has been successful with the aim of creating code in programming environments. However, there is critical opinions about the use of making and how the use of the practice can enable computational thinking. The purpose has therefore been to investigate the opportunities and difficulties that may arise in the use of making, as well as what active actions students choose to do when they encounter “bugs” when creating code. The aim of the study is therefore to investigate and deepen the understanding of the use to develop computational thinking in programming environments in later years mathematic education. In order to achieve the purpose of the study, participant observations were used as method in two classes in grades 7. Centrally for the method is that the observation amplifies with interviews. The result provides a basis for data which resulted in three subcategories in the material analysis, based on the theoretical framework of the study, which is computational thinking. The categories were named ”everyday examples”, “mathematics and programming syntax” and “endurance” (when student encounter “bugs”). The categories provided a basis for the opportunities and difficulties that can arise when using making and how teachers are supposed to teach to motivate students during bugs while creating code to develop computational thinking.
Subjects/Keywords: programming; computational thinking; making; teaching; Pedagogy; Pedagogik
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APA (6th Edition):
Amanda, T. (2020). Utvecklingsmöjligheter vid användandet av making i programmeringsundervisning : En studie om elevers möjligheter och svårigheter i skapandet av kod. (Thesis). Jönköping University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49215
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Amanda, Tholin. “Utvecklingsmöjligheter vid användandet av making i programmeringsundervisning : En studie om elevers möjligheter och svårigheter i skapandet av kod.” 2020. Thesis, Jönköping University. Accessed January 15, 2021.
http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49215.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Amanda, Tholin. “Utvecklingsmöjligheter vid användandet av making i programmeringsundervisning : En studie om elevers möjligheter och svårigheter i skapandet av kod.” 2020. Web. 15 Jan 2021.
Vancouver:
Amanda T. Utvecklingsmöjligheter vid användandet av making i programmeringsundervisning : En studie om elevers möjligheter och svårigheter i skapandet av kod. [Internet] [Thesis]. Jönköping University; 2020. [cited 2021 Jan 15].
Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49215.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Amanda T. Utvecklingsmöjligheter vid användandet av making i programmeringsundervisning : En studie om elevers möjligheter och svårigheter i skapandet av kod. [Thesis]. Jönköping University; 2020. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49215
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
9.
Stokke, Tom.
An Exploratory Study To Identify Barriers To Implementation Of Computational Thinking.
Degree: PhD, Teaching & Learning, 2019, University of North Dakota
URL: https://commons.und.edu/theses/2590
► Computational thinking, or learning to address problems in a systematic manner such that the problem could be solved using a computer, is a skill…
(more)
▼ Computational thinking, or learning to address problems in a systematic manner such that the problem could be solved using a computer, is a skill that can be applied not just to computer science, but to other areas of study. Given the ubiquitous nature of computing as a critical component of innovation in many fields, learning to use a computer as a problem-solving tool could be viewed as a required skill for today’s students. There have been many initiatives promoting the introduction of
computational thinking into a classroom, such as the “Hour of Code” (Wilson, 2015), yet the inclusion of such content into curricula at the time of this study was limited. Part of the problem is likely to be that learning to use a computer as a problem-solving device is something that is rarely taught to educators, whether as pre-service teachers or in professional development classes for teachers already working in the field. Nonetheless, it is likely that there are other deterrents as well. The purpose of this study was to use a cross-sectional survey employing both closed ended (quantitative) and open-ended (qualitative) questions to collect data from K-5 teachers regarding perceived barriers to implementation of
computational thinking content into their curricula.
Advisors/Committee Members: Gail Ingwalson.
Subjects/Keywords: computational thinking; computer science; professional development
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APA (6th Edition):
Stokke, T. (2019). An Exploratory Study To Identify Barriers To Implementation Of Computational Thinking. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/2590
Chicago Manual of Style (16th Edition):
Stokke, Tom. “An Exploratory Study To Identify Barriers To Implementation Of Computational Thinking.” 2019. Doctoral Dissertation, University of North Dakota. Accessed January 15, 2021.
https://commons.und.edu/theses/2590.
MLA Handbook (7th Edition):
Stokke, Tom. “An Exploratory Study To Identify Barriers To Implementation Of Computational Thinking.” 2019. Web. 15 Jan 2021.
Vancouver:
Stokke T. An Exploratory Study To Identify Barriers To Implementation Of Computational Thinking. [Internet] [Doctoral dissertation]. University of North Dakota; 2019. [cited 2021 Jan 15].
Available from: https://commons.und.edu/theses/2590.
Council of Science Editors:
Stokke T. An Exploratory Study To Identify Barriers To Implementation Of Computational Thinking. [Doctoral Dissertation]. University of North Dakota; 2019. Available from: https://commons.und.edu/theses/2590
Open Universiteit Nederland
10.
Van Brussel, Anne.
Welke invloed heeft de Online Leeromgeving Grande Omega op Programmeerprestaties en Computational Thinking Skills?.
Degree: Master, Welten Institute, 2020, Open Universiteit Nederland
URL: http://hdl.handle.net/1820/38609fb1-7bcd-41ef-9b23-2595f86bdc85
► De informaticaopleiding van Hogeschool Rotterdam zoekt naar innoverende manieren om groepen beginnende informatici te leren programmeren. Enkele docenten van de informatica-opleiding van Hogeschool Rotterdam hebben…
(more)
▼ De informaticaopleiding van Hogeschool Rotterdam zoekt naar innoverende manieren om groepen beginnende informatici te leren programmeren. Enkele docenten van de informatica-opleiding van Hogeschool Rotterdam hebben het online leerprogramma Grande Omega ontwikkeld, waarmee alle studenten vanaf het eerste jaar van hun opleiding leren hoe een programmeertaal wordt omgezet naar machinecode en welke syntax en semantiek ze nodig hebben om te programmeren (Robins, Rountree & Rountree, 2003). Het doel van Grande Omega is om studenten te stimuleren, te activeren en te ondersteunen bij hun theoretische en praktisch leerproces, de leercurve van hun programmeer-vaardigheden te verhogen en de docenten inzicht te bieden in hun leerproces. De informaticaopleiding probeert meer grip op het leerproces te verwerven door de activiteiten van studenten in Grande Omega te monitoren. Het is echter niet duidelijk of Grande Omega daadwerkelijk bijdraagt aan de gewenste ontwikkeling van programmeerkennis en -vaardigheden (Lathinen, Mutka & Jarvinen, 2005, Milne & Rowe, 2002, Qian & Lehman, 2017). Ook is niet duidelijk welke rol Grande Omega speelt bij het ontwikkelen van computational thinking skills (Brennan & Resnick, 2012, Lye & Koh, 2014, Zhong, Wang, Chen & Li, 2016), een set van probleemoplossende vaardigheden en -houdingen, ingebed in de 21ste eeuwse vaardigheden. Het doel van het kwantitatief onderzoek naar Grande Omega is om inzicht te verwerven in de relaties tussen inspanning, tijdsbesteding en tentamenresultaten van studenten in Grande Omega. Hierbij is de invloed van regelmatig oefenen en het maken van fouten meegenomen. Het doel van het kwalitatief onderzoek is om inzicht te verwerven in de ontwikkeling van het denken in computationele concepten en computationele methoden (Fisser & Strijker, 2016, Voogt, Brand-Gruwel & Van Strien, 2017) via uitspraken van geïnterviewde studenten. De onderzoeksgroep voor het kwantitatief, retrospectief onderzoek bestaat uit 132 eerstejaarsstudenten Informatica van Hogeschool Rotterdam. Het onderzoek is vormgegeven als een in situ quasi-experimenteel design. Hierbij zijn de leeractiviteiten en tentamenresultaten van een bestaande groep in een bestaande leersituatie gevolgd. De onderzoeksgroep voor het kwalitatief onderzoek bestaat uit een sample van negen studenten. Dit onderzoek behelst negen, één op één, open ended interviews over drie thema’s: Denken in stappen, Abstraheren en Algoritmisch denken. De hoofdvraag luidt: Welke invloed heeft de online leeromgeving Grande Omega op de programmeerprestaties en de ontwikkeling van Computational Thinking Skills van eerstejaars studenten informatica bij Hogeschool Rotterdam? Uit de resultaten van het kwantitatief onderzoek blijkt dat studenten hogere tentamenresultaten behalen als ze intensief en regelmatig oefenen in Grande Omega en voldoende tijd besteden aan de oefensessies. Het verband tussen het aantal gemaakte oefeningen in Grande Omega, de tijd die aan de oefeningen is besteed en de prestaties is significant.…
Subjects/Keywords: programmeren voor beginners; feedback; Computational Thinking Skills
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APA (6th Edition):
Van Brussel, A. (2020). Welke invloed heeft de Online Leeromgeving Grande Omega op Programmeerprestaties en Computational Thinking Skills?. (Masters Thesis). Open Universiteit Nederland. Retrieved from http://hdl.handle.net/1820/38609fb1-7bcd-41ef-9b23-2595f86bdc85
Chicago Manual of Style (16th Edition):
Van Brussel, Anne. “Welke invloed heeft de Online Leeromgeving Grande Omega op Programmeerprestaties en Computational Thinking Skills?.” 2020. Masters Thesis, Open Universiteit Nederland. Accessed January 15, 2021.
http://hdl.handle.net/1820/38609fb1-7bcd-41ef-9b23-2595f86bdc85.
MLA Handbook (7th Edition):
Van Brussel, Anne. “Welke invloed heeft de Online Leeromgeving Grande Omega op Programmeerprestaties en Computational Thinking Skills?.” 2020. Web. 15 Jan 2021.
Vancouver:
Van Brussel A. Welke invloed heeft de Online Leeromgeving Grande Omega op Programmeerprestaties en Computational Thinking Skills?. [Internet] [Masters thesis]. Open Universiteit Nederland; 2020. [cited 2021 Jan 15].
Available from: http://hdl.handle.net/1820/38609fb1-7bcd-41ef-9b23-2595f86bdc85.
Council of Science Editors:
Van Brussel A. Welke invloed heeft de Online Leeromgeving Grande Omega op Programmeerprestaties en Computational Thinking Skills?. [Masters Thesis]. Open Universiteit Nederland; 2020. Available from: http://hdl.handle.net/1820/38609fb1-7bcd-41ef-9b23-2595f86bdc85
11.
Weese, Joshua Levi.
Bringing
computational thinking to K-12 and higher education.
Degree: PhD, Department of Computer
Science, 2017, Kansas State University
URL: http://hdl.handle.net/2097/35430
► Since the introduction of new curriculum standards at K-12 schools, computational thinking has become a major research area. Creating and delivering content to enhance these…
(more)
▼ Since the introduction of new curriculum standards at
K-12 schools,
computational thinking has become a major research
area. Creating and delivering content to enhance these skills, as
well as evaluation, remain open problems. This work describes
different interventions based on the Scratch programming language
aimed toward improving student self-efficacy in computer science
and
computational thinking. These interventions were applied at a
STEM outreach program for 5th-9th grade students. Previous
experience in STEM-related activities and subjects, as well as
student self-efficacy, were surveyed using a developed pre- and
post-survey. The impact of these interventions on student
performance and confidence, as well as the validity of the
instrument are discussed. To complement attitude surveys, a
translation of Scratch to Blockly is proposed. This will record
student programming behaviors for quantitative analysis of
computational thinking in support of student self-efficacy.
Outreach work with Kansas Starbase, as well as the Girl Scouts of
the USA, is also described and evaluated.
A key goal for
computational thinking in the past 10 years has been to bring
computer science to other disciplines. To test the gap from
computer science to STEM,
computational thinking exercises were
embedded in an electromagnetic fields course. Integrating
computation into theory courses in physics has been a curricular
need, yet there are many difficulties and obstacles to overcome in
integrating with existing curricula and programs. Recommendations
from this experimental study are given towards integrating CT into
physics a reality. As part of a continuing collaboration with
physics, a comprehensive system for automated extraction of
assessment data for descriptive analytics and visualization is also
described.
Advisors/Committee Members: William H. Hsu.
Subjects/Keywords: Computational thinking
…the need for
computational thinking (CT), especially in K-12 education. Creating… …Wing J. M.,
Computational Thinking, 2006). CT draws from computer science fundamentals… …ultimately be coupled with examples that demonstrate how computational thinking can be
incorporated… …Computational Thinking:
Concepts, Practices, and Perspectives. This report also includes new surveys… …reliably assess student ability in computational
thinking? This is answered by the survey…
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APA (6th Edition):
Weese, J. L. (2017). Bringing
computational thinking to K-12 and higher education. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/35430
Chicago Manual of Style (16th Edition):
Weese, Joshua Levi. “Bringing
computational thinking to K-12 and higher education.” 2017. Doctoral Dissertation, Kansas State University. Accessed January 15, 2021.
http://hdl.handle.net/2097/35430.
MLA Handbook (7th Edition):
Weese, Joshua Levi. “Bringing
computational thinking to K-12 and higher education.” 2017. Web. 15 Jan 2021.
Vancouver:
Weese JL. Bringing
computational thinking to K-12 and higher education. [Internet] [Doctoral dissertation]. Kansas State University; 2017. [cited 2021 Jan 15].
Available from: http://hdl.handle.net/2097/35430.
Council of Science Editors:
Weese JL. Bringing
computational thinking to K-12 and higher education. [Doctoral Dissertation]. Kansas State University; 2017. Available from: http://hdl.handle.net/2097/35430
Georgia State University
12.
Ayer, Tugba.
RELATIONSHIPS BETWEEN LEARNER CHARACTERISTICS AND COMPUTATIONAL THINKING FOR MIDDLE-SCHOOL STUDENTS IN TWO DIFFERENT CONTEXTS.
Degree: PhD, Learning Technologies Division, 2018, Georgia State University
URL: https://scholarworks.gsu.edu/ltd_diss/17
► Computational thinking (CT) is a complex problem-solving process that develops over an extended period of time. After Wing (2006) popularized CT as a concept,…
(more)
▼ Computational thinking (CT) is a complex problem-solving process that develops over an extended period of time. After Wing (2006) popularized CT as a concept, there has been growth in studies of it, with the majority taking place in computing courses. Although previous research has demonstrated the relationship between learner characteristics and programming success in higher education (Watson et al., 2014), a comprehensive approach to understand the relationships between learner characteristics and CT in computing courses in K-12 education is lacking. The aim of this dissertation was to address this gap by exploratory analysis to determine how a set of learner characteristics were related to a group of middle school students’ CT, and to determine which of these factors had the strongest association with participants’ CT in two computer science educational contexts. vii This research took place in two study sites in different districts in the U.S. In total, 314 students participated in this research. Students completed a CT quiz and a learner profile survey and developed digital artifacts in an app-building computing course. Artifact analysis was conducted to examine the CT practices in the artifacts. Correlational analysis followed by regression analysis was used to examine the relationships between student variables, including self-efficacy, interest, prior experience with creative computing, and goal orientation, and CT measures such as quiz score and CT practice, after controlling for gender, and grade level. The results of this study demonstrated that self-efficacy had a significant relationship with CT on both of the study sites. The regression analysis showed that none of the other learner characteristics explained significant amount of variation of CT. However, among the control variables, only gender had a significant correlation with CT practices profile; there were significantly more male than female students who demonstrated CT practices in their digital artifacts. Taken together, the findings of this study have provided evidence on which learner characteristics are related to CT for middle school-aged students. Instructional designers, educators, and researchers should consider these learner characteristics in their design in CT-infused, middle school computing courses.
Advisors/Committee Members: Jonathan Cohen, Brendan Calandra, Maggie Renken, Teri Holbrook.
Subjects/Keywords: Computational Thinking; Learner Characteristics; Middle School
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APA (6th Edition):
Ayer, T. (2018). RELATIONSHIPS BETWEEN LEARNER CHARACTERISTICS AND COMPUTATIONAL THINKING FOR MIDDLE-SCHOOL STUDENTS IN TWO DIFFERENT CONTEXTS. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/ltd_diss/17
Chicago Manual of Style (16th Edition):
Ayer, Tugba. “RELATIONSHIPS BETWEEN LEARNER CHARACTERISTICS AND COMPUTATIONAL THINKING FOR MIDDLE-SCHOOL STUDENTS IN TWO DIFFERENT CONTEXTS.” 2018. Doctoral Dissertation, Georgia State University. Accessed January 15, 2021.
https://scholarworks.gsu.edu/ltd_diss/17.
MLA Handbook (7th Edition):
Ayer, Tugba. “RELATIONSHIPS BETWEEN LEARNER CHARACTERISTICS AND COMPUTATIONAL THINKING FOR MIDDLE-SCHOOL STUDENTS IN TWO DIFFERENT CONTEXTS.” 2018. Web. 15 Jan 2021.
Vancouver:
Ayer T. RELATIONSHIPS BETWEEN LEARNER CHARACTERISTICS AND COMPUTATIONAL THINKING FOR MIDDLE-SCHOOL STUDENTS IN TWO DIFFERENT CONTEXTS. [Internet] [Doctoral dissertation]. Georgia State University; 2018. [cited 2021 Jan 15].
Available from: https://scholarworks.gsu.edu/ltd_diss/17.
Council of Science Editors:
Ayer T. RELATIONSHIPS BETWEEN LEARNER CHARACTERISTICS AND COMPUTATIONAL THINKING FOR MIDDLE-SCHOOL STUDENTS IN TWO DIFFERENT CONTEXTS. [Doctoral Dissertation]. Georgia State University; 2018. Available from: https://scholarworks.gsu.edu/ltd_diss/17
University of South Carolina
13.
Swick, Timothy Clifford.
Improving Computational Thinking: Action Research Implementing a School Makerspace With Elementary Students.
Degree: Doctor of Education in Curriculum and Instruction, Educational Studies, 2020, University of South Carolina
URL: https://scholarcommons.sc.edu/etd/6011
► The purpose of this action research was to evaluate the implementation of making experiences to support computational thinking through the development of makerspaces for…
(more)
▼ The purpose of this action research was to evaluate the implementation of making experiences to support
computational thinking through the development of makerspaces for fifth grade students at an elementary school in South Carolina. This action research explored the following three central questions: (1) To what extent did the implementation of a makerspace improve
computational thinking skills for fifth grade students at an elementary school in South Carolina?, (2) How did these students' perceptions of using
computational thinking as a problem solving method change based on makerspace experiences? and (3) How did their problem solving skills change through the use of
computational thinking in makerspaces?
The innovation for my action research was the implementation of a makerspace to support
computational thinking skills across five weekly design challenges. Sixteen student-participants took part in this study. Quantitative data was collected through preand postintervention assessment results using the
computational thinking skills (CTS) survey developed by Korkmaz, Cakir, and Ozden (2015). Qualitative data was collected through observations, semi-structured focus group interviews, and participant artifacts. Data was analyzed by incorporating a mixed methods approach using a paired sample ttest for the pre- and postassessments, and an inductive thematic analysis of the qualitative data using the constant comparative method. Five themes evolved from the data: 1) developing problem solving skills, 2) effective tinkering and makerspace approaches as a method of
thinking, 3) implementing
computational thinking skills, (4) improving motivation and perseverance, and (5) developing effective communication, teamwork and collaboration skills.
Findings indicate that the development of a makerspace improved problem solving through effective making approaches. Students were able to demonstrate effective tinkering characteristics alongside the use of the design
thinking process in increasingly complex ways. Implications of findings for integrating
computational thinking into makerspace learning and for future research are discussed. Limitations of this study included the study design, the participant population, and my possible influence as a participant observer.
Advisors/Committee Members: William Morris.
Subjects/Keywords: Curriculum and Instruction; Computational Thinking; Makerspace
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APA (6th Edition):
Swick, T. C. (2020). Improving Computational Thinking: Action Research Implementing a School Makerspace With Elementary Students. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/6011
Chicago Manual of Style (16th Edition):
Swick, Timothy Clifford. “Improving Computational Thinking: Action Research Implementing a School Makerspace With Elementary Students.” 2020. Doctoral Dissertation, University of South Carolina. Accessed January 15, 2021.
https://scholarcommons.sc.edu/etd/6011.
MLA Handbook (7th Edition):
Swick, Timothy Clifford. “Improving Computational Thinking: Action Research Implementing a School Makerspace With Elementary Students.” 2020. Web. 15 Jan 2021.
Vancouver:
Swick TC. Improving Computational Thinking: Action Research Implementing a School Makerspace With Elementary Students. [Internet] [Doctoral dissertation]. University of South Carolina; 2020. [cited 2021 Jan 15].
Available from: https://scholarcommons.sc.edu/etd/6011.
Council of Science Editors:
Swick TC. Improving Computational Thinking: Action Research Implementing a School Makerspace With Elementary Students. [Doctoral Dissertation]. University of South Carolina; 2020. Available from: https://scholarcommons.sc.edu/etd/6011
Universidade do Rio Grande do Sul
14.
Brackmann, Christian Puhlmann.
Desenvolvimento do pensamento computacional através de atividades desplugadas na educação básica.
Degree: 2017, Universidade do Rio Grande do Sul
URL: http://hdl.handle.net/10183/172208
► Computadores impactam em quase todos os aspectos de nossas vidas, porém as escolas não conseguem acompanhar esse caminho sem volta. A simples utilização massiva de…
(more)
▼ Computadores impactam em quase todos os aspectos de nossas vidas, porém as escolas não conseguem acompanhar esse caminho sem volta. A simples utilização massiva de aparatos tecnológicos na sala de aula não garante a melhoria do ensino, porém pode ser o meio pelo qual os estudantes encontram alternativas para a solução de problemas complexos. O Pensamento Computacional é uma abordagem de ensino que usa diversas técnicas oriundas da Ciência da Computação e vem gerando um novo foco educacional no quesito inovação nas escolas mundiais como um conjunto de competências de solução de problemas que devem ser compreendidos por uma nova geração de estudantes em conjunto com as novas competências do século 21 (i.e., pensamento crítico, colaboração, etc.). Até o momento, não há um consenso de metodologia de ensino e disponibilidade de material para atender as expectativas dos professores. Para auxiliar sanar essa incerteza, esta pesquisa tem como objetivo a verificação da possibilidade de desenvolver o Pensamento Computacional na Educação Básica utilizando exclusivamente atividades desplugadas (sem o uso de computadores) em estudantes da educação primária para que crianças em regiões/escolas onde não há computadores/dispositivos eletrônicos, Internet e até mesmo energia elétrica também possam se beneficiar desse método. Os resultados obtidos através de uma abordagem Quase-Experimental em escolas Espanholas e Brasileiras, apresentam dados estatísticos que apontam uma melhoria significativa no desempenho dos estudantes que tiveram atividades de Pensamento Computacional Desplugado em ambos os países.
Computational thinking is nowadays being widely adopted and investigated. Educators and researchers are using two main approaches to teach these skills in schools: with computer programming exercises, and with unplugged activities that do not require the use of digital devices or any kind of specific hardware. While the former is the mainstream approach, the latter is especially important for schools that do not count with proper technology resources, Internet connections or even electrical power. However, there is a lack of investigations that prove the effectiveness of the unplugged activities in the development of computational thinking skills, particularly in primary schools. This paper, which summarizes a quasi-experiment carried out in two primary schools in Spain and Brazil, tries to shed some light on this regard. The results show that students in the experimental groups, who took part in the unplugged activities, enhanced their computational thinking skills significantly more than their peers in the control groups who did not participate during the classes, proving that the unplugged approach is effective for the development of this ability.
Advisors/Committee Members: Barone, Dante Augusto Couto.
Subjects/Keywords: Computational thinking unplugged; Tecnologia educacional; Evaluation; Computers in education; Primary school; Computational thinking test; Assessment
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APA (6th Edition):
Brackmann, C. P. (2017). Desenvolvimento do pensamento computacional através de atividades desplugadas na educação básica. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/172208
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Brackmann, Christian Puhlmann. “Desenvolvimento do pensamento computacional através de atividades desplugadas na educação básica.” 2017. Thesis, Universidade do Rio Grande do Sul. Accessed January 15, 2021.
http://hdl.handle.net/10183/172208.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Brackmann, Christian Puhlmann. “Desenvolvimento do pensamento computacional através de atividades desplugadas na educação básica.” 2017. Web. 15 Jan 2021.
Vancouver:
Brackmann CP. Desenvolvimento do pensamento computacional através de atividades desplugadas na educação básica. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2017. [cited 2021 Jan 15].
Available from: http://hdl.handle.net/10183/172208.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Brackmann CP. Desenvolvimento do pensamento computacional através de atividades desplugadas na educação básica. [Thesis]. Universidade do Rio Grande do Sul; 2017. Available from: http://hdl.handle.net/10183/172208
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of North Texas
15.
Woods, Charles.
Discourse Indicative of Computational Thinking within a Virtual Community.
Degree: 2020, University of North Texas
URL: https://digital.library.unt.edu/ark:/67531/metadc1703290/
► This study explores the phenomenon of computational thinking indicated by the use of Bloom's taxonomy's cognitive domain verbs in the Scratch community, the online, collaborative…
(more)
▼ This study explores the phenomenon of
computational thinking indicated by the use of Bloom's taxonomy's cognitive domain verbs in the Scratch community, the online, collaborative environment for the Scratch Visual Programming Language (VPL). A corpus of 660,984 words from three Scratch community sub-forums provide the data for this study. By semantically aligning cognitive domain verbs of Bloom's revised taxonomy to
computational thinking (CT) dimensions, the occurrences of the verbs in Scratch community sub-forums are used to indicate instances of
computational thinking. The methodology utilizes qualitative coding and analysis with R® and RStudio®. The findings show language attributes such as expressions of imagination, sharing of creative details, collaborative development ideas, teaching, modeling, innovating, solutions focused, and technical support to be indicative of
computational thinking and CT dimensions. The
computational thinking dimension referred to as
computational perspectives occurs most frequently within Scratch community participant discourse. The environmental factors found to contribute to
computational thinking and the CT dimensions are supporting tools, personalized learning, supportive organizational culture, social learning, and organizational support. Common among the three
computational dimensions is the contributing environmental factor described as supportive organizational culture, with the
computational perspectives dimension prevailing among the corpora. The characteristics of
computational perspectives and supportive organizational culture suggest a desire for human connection in the attainment of technological skills and knowledge.
Advisors/Committee Members: Knezek, Gerald, Lin, Lin, Dunn, Lemoyne, Lee, Youngjin.
Subjects/Keywords: computational thinking; computational thinking dimensions; Bloom’s Revised Taxonomy; cognitive domain verbs; Computer Science; Education, Technology
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Virginia Tech
16.
Chowdhury, Bushra Tawfiq.
Collaboratively Learning Computational Thinking.
Degree: PhD, Engineering Education, 2017, Virginia Tech
URL: http://hdl.handle.net/10919/88016
► Skill sets such as understanding and applying computational concepts are essential prerequisites for success in the 21st century. One can learn computational concepts by taking…
(more)
▼ Skill sets such as understanding and applying
computational concepts are essential prerequisites for success in the 21st century. One can learn
computational concepts by taking a traditional course offered in a school or by self-guided learning through an online platform. Collaborative learning has emerged as an approach that researchers have found to be generally applicable and effective for teaching
computational concepts. Rather than learning individually, collaboration can help reduce the anxiety level of learners, improve understanding and create a positive atmosphere to learning
Computational Thinking (CT). There is, however, limited research focusing on how natural collaborative interactions among learners manifest during learning of
computational concepts.
Structured as a manuscript style dissertation, this doctoral study investigates three different but related aspects of novice learners collaboratively learning CT. The first manuscript (qualitative study) provides an overall understanding of the contextual factors and characterizes collaborative aspects of learning in a CT face-to-face classroom at a large Southeastern University. The second manuscript (qualitative study) investigates the social interaction occurring between group members of the same classroom. And the third manuscript (quantitative study) focuses on the relationship between different social interactions initiated by users and learning of CT in an online learning platform Scratch™. In the two diverse settings, Chi's (2009) Differentiated Overt Learning Activities (DOLA) has been used as a lens to better understand the significance of social interactions in terms of being active, constructive and interactive. Together, the findings of this dissertation study contribute to the limited body of CT research by providing insight on novice learner's attitude towards learning CT, collaborative moments of learning CT, and the differences in relationship between social interactions and learning CT. The identification of collaborative attributes of CT is expected to help educators in designing learning activities that facilitate such interactions within group of learners and look out for traits of such activities to assess CT in both classroom and online settings.
Advisors/Committee Members: Lohani, Vinod K. (committeechair), Johri, Aditya (committeechair), Kafura, Dennis G. (committee member), McNair, Elizabeth D. (committee member).
Subjects/Keywords: Computational Thinking; Computational Concepts; Collaborative Learning; Social Interactions; Novice Learners
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
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APA (6th Edition):
Chowdhury, B. T. (2017). Collaboratively Learning Computational Thinking. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/88016
Chicago Manual of Style (16th Edition):
Chowdhury, Bushra Tawfiq. “Collaboratively Learning Computational Thinking.” 2017. Doctoral Dissertation, Virginia Tech. Accessed January 15, 2021.
http://hdl.handle.net/10919/88016.
MLA Handbook (7th Edition):
Chowdhury, Bushra Tawfiq. “Collaboratively Learning Computational Thinking.” 2017. Web. 15 Jan 2021.
Vancouver:
Chowdhury BT. Collaboratively Learning Computational Thinking. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2021 Jan 15].
Available from: http://hdl.handle.net/10919/88016.
Council of Science Editors:
Chowdhury BT. Collaboratively Learning Computational Thinking. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/88016
17.
Banks Gatenby, Amanda Jane.
Developing perspectives of knowledgeability through a
pedagogy of expressibility with the Raspberry Pi.
Degree: 2017, University of Manchester
URL: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:310207
► The curriculum for ICT in UK schools was discontinued in September 2012 and replaced by a ‘rebranded’ subject of Computing, divided into three sub domains:…
(more)
▼ The curriculum for ICT in UK schools was
discontinued in September 2012 and replaced by a ‘rebranded’
subject of Computing, divided into three sub domains: Computer
Science; Information Technology; and digital literacy. The latter
was positioned as basic technical skills. There were concerns in
the education community that the new curriculum promoted
programming and computer science topics to the detriment of digital
literacy and applied uses of technology. Much of the Computing
education literature perpetuates the hegemony of the logical and
abstract, and implies
computational thinking and rationality are
synonymous with criticality. During the same period, a maker
culture was growing rapidly in the UK, and discourses around these
activities promoted an entirely different notion of digital
literacy, aligned with the wide body of literacy literature that
focuses on notions of empowerment and criticality rather than basic
functional skills. A digital maker tool called the Raspberry Pi was
released with the intention of supporting the development of
computer science and digital making competence, and thus sat at the
boundary of the academic and maker communities. This thesis argues
that developing ‘criticality’ is a vital component of Computing
education and explores how learning activities with the Raspberry
Pi might support development of ‘criticality’. In setting the
scene for the investigation, I will first explore the notions
underpinning discourse around both
computational and critical
thinking and digital literacy, suggesting that the frictions would
be best overcome by abandoning abstract constructs of knowledge and
assumptions that it is possible to separate theory and practice. I
show how the term ‘critical’ is itself problematic in the
literature and I look to Wenger’s social theory of learning to
avoid the individualistic limits of Papert’s constructionism, a
popular learning theory in Computing education. Wenger’s
constructs of knowledgeability and competence help tell a different
story of what it means to be a learner of the practice of
Computing, both in learning for academic purposes and with
intentions towards becoming a practitioner. In concert with
learning citizenship, these constructs offer a more ethical framing
of ‘criticality’. Informed by this theoretical position, I
suggest an original, exploratory implementation of Q methodology to
explore learning with technology in school settings. I
qualitatively compare ‘before’ and ‘after’ Q studies that
represent perspectives at the individual and collective level, with
reference to observations of classroom learning. The methodology
facilitates a nuanced and complex investigation and the findings of
the project suggest that where pupils are already predisposed to
the
subject, working with the Raspberry Pi develops a broader
knowledgeability, but where there is no such predisposition, a
pedagogy of expressibility influences how participation in
Raspberry Pi learning activities may impact
knowledgeability.
Advisors/Committee Members: BROWN, SUSAN SA, Whitworth, Andrew, Brown, Susan.
Subjects/Keywords: computing education; computational thinking; digital making; raspberry pi; digital literacy; critical thinking; computational literacy; social learning theory; Q methodology
Record Details
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Banks Gatenby, A. J. (2017). Developing perspectives of knowledgeability through a
pedagogy of expressibility with the Raspberry Pi. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:310207
Chicago Manual of Style (16th Edition):
Banks Gatenby, Amanda Jane. “Developing perspectives of knowledgeability through a
pedagogy of expressibility with the Raspberry Pi.” 2017. Doctoral Dissertation, University of Manchester. Accessed January 15, 2021.
http://www.manchester.ac.uk/escholar/uk-ac-man-scw:310207.
MLA Handbook (7th Edition):
Banks Gatenby, Amanda Jane. “Developing perspectives of knowledgeability through a
pedagogy of expressibility with the Raspberry Pi.” 2017. Web. 15 Jan 2021.
Vancouver:
Banks Gatenby AJ. Developing perspectives of knowledgeability through a
pedagogy of expressibility with the Raspberry Pi. [Internet] [Doctoral dissertation]. University of Manchester; 2017. [cited 2021 Jan 15].
Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:310207.
Council of Science Editors:
Banks Gatenby AJ. Developing perspectives of knowledgeability through a
pedagogy of expressibility with the Raspberry Pi. [Doctoral Dissertation]. University of Manchester; 2017. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:310207
University of Manchester
18.
Banks Gatenby, Amanda.
Developing perspectives of knowledgeability through a pedagogy of expressibility with the Raspberry Pi.
Degree: PhD, 2018, University of Manchester
URL: https://www.research.manchester.ac.uk/portal/en/theses/developing-perspectives-of-knowledgeability-through-a-pedagogy-of-expressibility-with-the-raspberry-pi(246a7889-d2a5-41ad-bd15-e04c0f36b529).html
;
https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.764578
► The curriculum for ICT in UK schools was discontinued in September 2012 and replaced by a 'rebranded' subject of Computing, divided into three sub domains:…
(more)
▼ The curriculum for ICT in UK schools was discontinued in September 2012 and replaced by a 'rebranded' subject of Computing, divided into three sub domains: Computer Science; Information Technology; and digital literacy. The latter was positioned as basic technical skills. There were concerns in the education community that the new curriculum promoted programming and computer science topics to the detriment of digital literacy and applied uses of technology. Much of the Computing education literature perpetuates the hegemony of the logical and abstract, and implies computational thinking and rationality are synonymous with criticality. During the same period, a maker culture was growing rapidly in the UK, and discourses around these activities promoted an entirely different notion of digital literacy, aligned with the wide body of literacy literature that focuses on notions of empowerment and criticality rather than basic functional skills. A digital maker tool called the Raspberry Pi was released with the intention of supporting the development of computer science and digital making competence, and thus sat at the boundary of the academic and maker communities. This thesis argues that developing 'criticality' is a vital component of Computing education and explores how learning activities with the Raspberry Pi might support development of 'criticality'. In setting the scene for the investigation, I will first explore the notions underpinning discourse around both computational and critical thinking and digital literacy, suggesting that the frictions would be best overcome by abandoning abstract constructs of knowledge and assumptions that it is possible to separate theory and practice. I show how the term 'critical' is itself problematic in the literature and I look to Wenger's social theory of learning to avoid the individualistic limits of Papert's constructionism, a popular learning theory in Computing education. Wenger's constructs of knowledgeability and competence help tell a different story of what it means to be a learner of the practice of Computing, both in learning for academic purposes and with intentions towards becoming a practitioner. In concert with learning citizenship, these constructs offer a more ethical framing of 'criticality'. Informed by this theoretical position, I suggest an original, exploratory implementation of Q methodology to explore learning with technology in school settings. I qualitatively compare 'before' and 'after' Q studies that represent perspectives at the individual and collective level, with reference to observations of classroom learning. The methodology facilitates a nuanced and complex investigation and the findings of the project suggest that where pupils are already predisposed to the subject, working with the Raspberry Pi develops a broader knowledgeability, but where there is no such predisposition, a pedagogy of expressibility influences how participation in Raspberry Pi learning activities may impact knowledgeability.
Subjects/Keywords: computational literacy; Q methodology; social learning theory; critical thinking; computing education; raspberry pi; digital making; computational thinking; digital literacy
Record Details
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Banks Gatenby, A. (2018). Developing perspectives of knowledgeability through a pedagogy of expressibility with the Raspberry Pi. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/developing-perspectives-of-knowledgeability-through-a-pedagogy-of-expressibility-with-the-raspberry-pi(246a7889-d2a5-41ad-bd15-e04c0f36b529).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.764578
Chicago Manual of Style (16th Edition):
Banks Gatenby, Amanda. “Developing perspectives of knowledgeability through a pedagogy of expressibility with the Raspberry Pi.” 2018. Doctoral Dissertation, University of Manchester. Accessed January 15, 2021.
https://www.research.manchester.ac.uk/portal/en/theses/developing-perspectives-of-knowledgeability-through-a-pedagogy-of-expressibility-with-the-raspberry-pi(246a7889-d2a5-41ad-bd15-e04c0f36b529).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.764578.
MLA Handbook (7th Edition):
Banks Gatenby, Amanda. “Developing perspectives of knowledgeability through a pedagogy of expressibility with the Raspberry Pi.” 2018. Web. 15 Jan 2021.
Vancouver:
Banks Gatenby A. Developing perspectives of knowledgeability through a pedagogy of expressibility with the Raspberry Pi. [Internet] [Doctoral dissertation]. University of Manchester; 2018. [cited 2021 Jan 15].
Available from: https://www.research.manchester.ac.uk/portal/en/theses/developing-perspectives-of-knowledgeability-through-a-pedagogy-of-expressibility-with-the-raspberry-pi(246a7889-d2a5-41ad-bd15-e04c0f36b529).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.764578.
Council of Science Editors:
Banks Gatenby A. Developing perspectives of knowledgeability through a pedagogy of expressibility with the Raspberry Pi. [Doctoral Dissertation]. University of Manchester; 2018. Available from: https://www.research.manchester.ac.uk/portal/en/theses/developing-perspectives-of-knowledgeability-through-a-pedagogy-of-expressibility-with-the-raspberry-pi(246a7889-d2a5-41ad-bd15-e04c0f36b529).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.764578
19.
Pellas, Nikolaos.
Exploring the development of high school students’ computational problem-solving strategies by utilizing three-dimensional (3D) virtual worlds.
Degree: 2019, University of the Aegean; Πανεπιστήμιο Αιγαίου
URL: http://hdl.handle.net/10442/hedi/45623
► Τhe term of computational thinking (CT) has been increasingly presented in many K-12 curricula across the globe and specifically in computer programming courses. Programming tasks…
(more)
▼ Τhe term of computational thinking (CT) has been increasingly presented in many K-12 curricula across the globe and specifically in computer programming courses. Programming tasks can profoundly support the CT instruction and demonstration of computational competencies encompassing a wide range of cognitive thinking skills, such as problem-solving, critical thinking, logical reasoning, and creativity. To this notion, students can learn on how to use such CT skills for their thinking strategies so as to solve logically and methodically problems with the purpose to apply those strategies with fundamental programming constructs and concepts using interactive environments. Two of the most indicative are the following: (a) visual programming environments and (b) three-dimensional (3D) virtual worlds combined with the visual programming palette of Scratch4SL (S4SL). However, less attention has been paid to investigate if a simulation game (SG) created in interactive environments can affect boys and girls to develop and apply their computational problem-solving strategies that lead from problem formulation to solution expression. The aim of this thesis is to propose a computer simulation game to support CT instruction and investigate its appropriateness and effects on high school students’ learning performance by assessing their computational problem-solving strategies (i.e. computational design, computational practices, and computational performance). The proposed SG was created in OpenSim and in Scratch to support boys and girls demonstrate skills related to CT and understand further on how to use effectively specific programming constructs in several simulated problem-solving learning tasks. This thesis’s findings indicate substantial differences and important points of view on students’ learning performance. More specifically, students from the experimental group who utilized OpenSim with S4SL performed significantly better both in measures of problem-solving and algorithmic thinking than those from the control group who utilized Scratch. Mean scores on post-questionnaires from the experimental group revealed improvements higher than their control group counterparts in two aspects. First, participants from the experimental group created more complete computational instructions with rules to be specified and delivered the learning goals than those from the control group. Second, participants from the former group proposed and applied more correct computational concepts and practices into code than their counterparts. Third, there was a positive normalized gain of those participants who utilized OpenSim with S4SL (41%) in order to determine their skills related to CT than their counterparts who used Scratch (20%). To conclude by synthesizing the findings from both studies, a set of design guidelines and recommendations building upon the experience gained from subsequent design and evaluation is proposed and analyzed.
Η υπολογιστική σκέψη (ΥΣ), αποτελεί έναν επιστημονικό όρο, ο οποίος παρουσιάζεται ολοένα και…
Subjects/Keywords: Υπολογιστική σκέψη; Προγραμματισμός; Εικονικοί κόσμοι; Computational thinking; Programming; Virtual worlds
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Pellas, N. (2019). Exploring the development of high school students’ computational problem-solving strategies by utilizing three-dimensional (3D) virtual worlds. (Thesis). University of the Aegean; Πανεπιστήμιο Αιγαίου. Retrieved from http://hdl.handle.net/10442/hedi/45623
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Pellas, Nikolaos. “Exploring the development of high school students’ computational problem-solving strategies by utilizing three-dimensional (3D) virtual worlds.” 2019. Thesis, University of the Aegean; Πανεπιστήμιο Αιγαίου. Accessed January 15, 2021.
http://hdl.handle.net/10442/hedi/45623.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Pellas, Nikolaos. “Exploring the development of high school students’ computational problem-solving strategies by utilizing three-dimensional (3D) virtual worlds.” 2019. Web. 15 Jan 2021.
Vancouver:
Pellas N. Exploring the development of high school students’ computational problem-solving strategies by utilizing three-dimensional (3D) virtual worlds. [Internet] [Thesis]. University of the Aegean; Πανεπιστήμιο Αιγαίου; 2019. [cited 2021 Jan 15].
Available from: http://hdl.handle.net/10442/hedi/45623.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Pellas N. Exploring the development of high school students’ computational problem-solving strategies by utilizing three-dimensional (3D) virtual worlds. [Thesis]. University of the Aegean; Πανεπιστήμιο Αιγαίου; 2019. Available from: http://hdl.handle.net/10442/hedi/45623
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Vanderbilt University
20.
Zare, Hamid.
Hands-On Artificial Intelligence and Cybersecurity Education in High Schools.
Degree: MS, Computer Science, 2019, Vanderbilt University
URL: http://hdl.handle.net/1803/14591
► Computer science literacy is becoming increasingly important. As technology integrates with every aspect of our lives, so does our need for understanding it. Cybercrime is…
(more)
▼ Computer science literacy is becoming increasingly important. As technology integrates with every aspect of our lives, so does our need for understanding it. Cybercrime is rapidly growing and there is a shortage of people to combat it. On even a larger scale, artificial intelligence is changing the world. We need a steady pipeline of motivated experts in both these fields and it all starts with education. Both of these topics are abstract in nature and have historically been difficult to teach, especially to a young audience with a minimal computer science background. We believe that by making hands-on education of these topics more interesting and accessible, we can not only teach students to be cognizant about these forces affecting their lives, but also spark an interest and get them to consider these fields as their future careers.
Visual programming and block-based languages have been shown to be effective in teaching computer science concepts. We present novel contributions to block-based programming integrating AI and cybersecurity abstractions to introduce them at a level accessible in K12. NetsBlox is a block-based programming language with first-class support for remote procedure calls (RPC) and message passing. Built on top of it, is RoboScape which brings robot programming into the mix. Students use blocks to write programs that run in the browser and control robots through RPCs. RoboScape enables teaching cybersecurity by exposing (virtual) network traffic to other users in NetsBlox making the robots vulnerable to a host of attacks. We address the issue of setting up these networked robots in new environments through a portable batch provisioning application. In addition, we introduce a flexible access control solution for RoboScape involving different policies, an ownership verification challenge, and a dashboard. On the AI front, we present a visual playground based on Snap! called Visual RL. We focus on reinforcement learning to teach about AI. By adding careful abstractions of Q-learning, we give a great degree of control in training an AI model to the user while still maintaining simplicity. This provides the baseline for exploring different ideas in AI while making everyday games more intelligent. Finally, we introduce NetsBlox Player as a mobile execution environment for running NetsBlox projects on the go, regardless of the platform.
Advisors/Committee Members: Xenofon Koutsoukos (committee member), Akos Ledeczi (Committee Chair).
Subjects/Keywords: computational thinking; education; aritificial intelligence; visual programming; cybersecurity
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❌
APA ·
Chicago ·
MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Zare, H. (2019). Hands-On Artificial Intelligence and Cybersecurity Education in High Schools. (Thesis). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/14591
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Zare, Hamid. “Hands-On Artificial Intelligence and Cybersecurity Education in High Schools.” 2019. Thesis, Vanderbilt University. Accessed January 15, 2021.
http://hdl.handle.net/1803/14591.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Zare, Hamid. “Hands-On Artificial Intelligence and Cybersecurity Education in High Schools.” 2019. Web. 15 Jan 2021.
Vancouver:
Zare H. Hands-On Artificial Intelligence and Cybersecurity Education in High Schools. [Internet] [Thesis]. Vanderbilt University; 2019. [cited 2021 Jan 15].
Available from: http://hdl.handle.net/1803/14591.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Zare H. Hands-On Artificial Intelligence and Cybersecurity Education in High Schools. [Thesis]. Vanderbilt University; 2019. Available from: http://hdl.handle.net/1803/14591
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Universidade do Rio Grande do Sul
21.
Boucinha, Rafael Marimon.
Aprendizagem do pensamento computacional e desenvolvimento do raciocínio.
Degree: 2017, Universidade do Rio Grande do Sul
URL: http://hdl.handle.net/10183/172300
► Esta tese descreve um estudo quase experimental que teve como objetivo: investigar a relação entre a construção do Pensamento Computacional e o desenvolvimento do raciocínio…
(more)
▼ Esta tese descreve um estudo quase experimental que teve como objetivo: investigar a relação entre a construção do Pensamento Computacional e o desenvolvimento do raciocínio de estudantes dos últimos anos do Ensino Fundamental. A pesquisa foi realizada utilizando um curso de extensão em Desenvolvimento de Games, ofertado em 2 escolas particulares de Porto Alegre, tendo a participação de 50 alunos. A prática de ensino-aprendizagem proposta foi construída com base em pressupostos teóricos da aprendizagem significativa e aprendizagem experiencial. O Pensamento Computacional e o raciocínio dos alunos foram avaliados antes e após o término do curso, sendo utilizados para este fim o Teste de Pensamento Computacional e as provas que compõe a Bateria de Provas de Raciocínio – BPR-5. A análise estatística dos dados permitiu evidenciar um incremento do Pensamento Computacional, bem como do Raciocínio Verbal, Raciocínio Abstrato e Raciocínio Mecânico dos alunos que participaram do experimento. Comprovou-se também uma correlação positiva entre o Pensamento Computacional e os cinco tipos de raciocínio avaliados. Os resultados deste estudo demonstram como a construção do Pensamento Computacional contribuí no desenvolvimento cognitivo dos alunos e é apresentada uma proposta pedagógica que pode servir de referência para novos estudos na área.
This thesis describes a quasi-experimental study aimed to investigate a relationship between the construction of Computational Thinking and the development of students' reasoning in Middle School. A research was carried out during a course about Games Development, offered in two private schools in Porto Alegre, with 50 students. The proposed teaching-learning practice was built on the theoretical assumptions of meaningful learning and experiential learning. Both, Computational Thinking and reasoning, of the students were measured before and after the course, using a Computational Thinking Test and a set of reasoning evidence tests (BPR-5). The statistical analysis of the data showed an increase in Computational Thinking, as well as Verbal Reasoning, Abstract Reasoning and Mechanical Reasoning of the students participating in the experiment. There was also a positive observation between Computational Thinking and the five types of reasoning. The results of this study demonstrate how the construction of Computational Thinking contributes to the cognitive development of students and presents a pedagogical proposal that can serve as a reference for new studies in the area.
Advisors/Committee Members: Barone, Dante Augusto Couto.
Subjects/Keywords: Computational Thinking; Tecnologia educacional; Inteligência artificial; Intelligence; Cognitive Assessment
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APA ·
Chicago ·
MLA ·
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Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Boucinha, R. M. (2017). Aprendizagem do pensamento computacional e desenvolvimento do raciocínio. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/172300
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Boucinha, Rafael Marimon. “Aprendizagem do pensamento computacional e desenvolvimento do raciocínio.” 2017. Thesis, Universidade do Rio Grande do Sul. Accessed January 15, 2021.
http://hdl.handle.net/10183/172300.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Boucinha, Rafael Marimon. “Aprendizagem do pensamento computacional e desenvolvimento do raciocínio.” 2017. Web. 15 Jan 2021.
Vancouver:
Boucinha RM. Aprendizagem do pensamento computacional e desenvolvimento do raciocínio. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2017. [cited 2021 Jan 15].
Available from: http://hdl.handle.net/10183/172300.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Boucinha RM. Aprendizagem do pensamento computacional e desenvolvimento do raciocínio. [Thesis]. Universidade do Rio Grande do Sul; 2017. Available from: http://hdl.handle.net/10183/172300
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Wayne State University
22.
Mingo, Wendye Dianne.
The Effects Of Applying Authentic Learning Strategies To Develop Computational Thinking Skills In Computer Literacy Students.
Degree: PhD, Instructional Technology, 2013, Wayne State University
URL: https://digitalcommons.wayne.edu/oa_dissertations/674
► This study attempts to determine if authentic learning strategies can be used to acquire knowledge of and increase motivation for computational thinking. Over 600…
(more)
▼ This study attempts to determine if authentic learning strategies can be used to acquire knowledge of and increase motivation for
computational thinking. Over 600 students enrolled in a computer literacy course participated in this study which involved completing a pretest, posttest and motivation survey. The students were divided into an experimental and control group based on class meeting day. The experimental group was given access to an authentic learning tool called COTHAULE. COTHAULE, which is an acronym that stands for
Computational Thinking Authentic Learning Environment, is a website that was developed using a variety of technologies. The intellection behind COTHAULE was to take every-day experiences that could pertain to life in a college campus environment and merge them with
computational thinking concepts and the learning objectives of a common computer literacy course. Examples of experiences were formed into five case studies each containing seven scenarios that read like a conversation taking place between students. The basic functionality of the tool was to load a video clip into the website for the student to watch for each scenario then present the student with an authentic learning activity and problem to solve. The authentic learning activities involved such topics as searching, sorting and filtering tables using software such as Microsoft Word and Excel and translating the activities into
computational thinking concepts. A control group received a set of traditional textbook style online learning materials. A pretest and posttest was used to measure learning for each group. The study concluded that although there was a significant increase in learning between the pretest and posttest for both groups, there was no significant difference in learning by one group over the other group. The study also concluded that the motivation of the control group was significantly greater than the experimental group. There were some gaps in the COTHAULE tool as it compares to the expectations of an authentic learning environment and should be revisited. Improvements to the overall design of COTHAULE should also be considered.
Advisors/Committee Members: Monica W. Tracey.
Subjects/Keywords: authentic learning; computational thinking; instructional strategy; Other Education
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APA (6th Edition):
Mingo, W. D. (2013). The Effects Of Applying Authentic Learning Strategies To Develop Computational Thinking Skills In Computer Literacy Students. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/674
Chicago Manual of Style (16th Edition):
Mingo, Wendye Dianne. “The Effects Of Applying Authentic Learning Strategies To Develop Computational Thinking Skills In Computer Literacy Students.” 2013. Doctoral Dissertation, Wayne State University. Accessed January 15, 2021.
https://digitalcommons.wayne.edu/oa_dissertations/674.
MLA Handbook (7th Edition):
Mingo, Wendye Dianne. “The Effects Of Applying Authentic Learning Strategies To Develop Computational Thinking Skills In Computer Literacy Students.” 2013. Web. 15 Jan 2021.
Vancouver:
Mingo WD. The Effects Of Applying Authentic Learning Strategies To Develop Computational Thinking Skills In Computer Literacy Students. [Internet] [Doctoral dissertation]. Wayne State University; 2013. [cited 2021 Jan 15].
Available from: https://digitalcommons.wayne.edu/oa_dissertations/674.
Council of Science Editors:
Mingo WD. The Effects Of Applying Authentic Learning Strategies To Develop Computational Thinking Skills In Computer Literacy Students. [Doctoral Dissertation]. Wayne State University; 2013. Available from: https://digitalcommons.wayne.edu/oa_dissertations/674
Colorado State University
23.
Weinberg, Andrea Elizabeth.
Computational thinking: an investigation of the existing scholarship and research.
Degree: PhD, Education, 2013, Colorado State University
URL: http://hdl.handle.net/10217/78883
► Despite the prevalence of computing and technology in our everyday lives and in almost every discipline and profession, student interest and enrollment in computer science…
(more)
▼ Despite the prevalence of computing and technology in our everyday lives and in almost every discipline and profession, student interest and enrollment in computer science courses is declining. In response, computer science education in K-12 schools and universities is undergoing a transformation.
Computational thinking has been proposed as a universal way of
thinking with benefits for everyone, not just computer scientists. The focus on
computational thinking moves beyond computer literacy, or the familiarity with software, to a way of
thinking that benefits everyone. Many see
computational thinking as a way to introduce students to computer science concepts and ways of
thinking and to motivate student interest in computer science. The first part of this dissertation describes a study in which the researcher systematically examined the literature and scholarship on
computational thinking since 2006. The aim was to explore nature and extent of the entire body of literature and to examine the theory and research evidence on
computational thinking. Findings reveal that there has been a steady increase in the popularity of the concept of
computational thinking, but it is not yet developed to the point where it can be studied in a meaningful way. An examination of the research evidence on
computational thinking found inadequacies in the conceptual characteristics and the reporting of studies. Weaknesses were identified in the theoretical conceptualization of interventions, definitions of key concepts, intervention descriptions, research designs, and the presentation of findings. Recommendations for bolstering the research evidence around this burgeoning concept are presented, including collaboration between computer scientists and educational researchers to apply social science research methods to conduct robust studies of
computational thinking interventions. The second part of this dissertation describes how
computational thinking is currently incorporated into K-12 educational settings. The bulk of the literature on
computational thinking describes ways in which programs promote this way of
thinking in students. The K-12 programs that encourage
computational thinking are classified, described, and discussed in a way that is intended to be meaningful for K-12 educators and educational researchers. Potential barriers and factors that might enable educators to use each category of interventions are discussed.
Advisors/Committee Members: Cobb, R. Brian (advisor), Albright, Leonard (committee member), Kehle, Paul (committee member), Vaske, Jerry (committee member).
Subjects/Keywords: computational thinking; STEM education; education research; computer science education
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APA (6th Edition):
Weinberg, A. E. (2013). Computational thinking: an investigation of the existing scholarship and research. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/78883
Chicago Manual of Style (16th Edition):
Weinberg, Andrea Elizabeth. “Computational thinking: an investigation of the existing scholarship and research.” 2013. Doctoral Dissertation, Colorado State University. Accessed January 15, 2021.
http://hdl.handle.net/10217/78883.
MLA Handbook (7th Edition):
Weinberg, Andrea Elizabeth. “Computational thinking: an investigation of the existing scholarship and research.” 2013. Web. 15 Jan 2021.
Vancouver:
Weinberg AE. Computational thinking: an investigation of the existing scholarship and research. [Internet] [Doctoral dissertation]. Colorado State University; 2013. [cited 2021 Jan 15].
Available from: http://hdl.handle.net/10217/78883.
Council of Science Editors:
Weinberg AE. Computational thinking: an investigation of the existing scholarship and research. [Doctoral Dissertation]. Colorado State University; 2013. Available from: http://hdl.handle.net/10217/78883
Universidade do Minho
24.
Cunha, Carla Rute da Costa Oliveira Machado e.
O Scratch e a interdisciplinaridade
.
Degree: 2019, Universidade do Minho
URL: http://hdl.handle.net/1822/62125
► O presente relatório de estágio, intitulado “O Scratch e a Interdisciplinaridade”, surge no âmbito da realização da realização do Mestrado em Ensino de Informática, do…
(more)
▼ O presente relatório de estágio, intitulado “O Scratch e a Interdisciplinaridade”, surge no âmbito da
realização da realização do Mestrado em Ensino de Informática, do Instituto de Educação da
Universidade do Minho e tem por base a conceção de um Projeto de Intervenção Pedagógica
direcionado para alunos do 2º ciclo do Ensino Básico.
O tema deste projeto é referente ao uso do ambiente de programação Scratch, como instrumento e
estratégia de interdisciplinaridade, entre as diferentes disciplinas do 2º ciclo do Ensino Básico.
O seu objetivo fundamental é compreender as potencialidades do Scratch para a aprendizagem de
conteúdos de diferentes áreas disciplinares e assim promover a interdisciplinaridade, o Pensamento
Computacional, desenvolver competências no uso software Scratch, despertar nos alunos interesse
pelo uso da computação, a emergência do Pensamento Computacional e a adoção de estratégias
colaborativas entre alunos. Para tal foram concebidos materiais didáticos que facilitem a adoção, por
parte dos alunos, de destrezas e aptidões favorecedoras da aprendizagem, proporcionando uma
aprendizagem da linguagem de programação, por blocos simples, em que o aluno observa, de forma
animada, a consequência do seu trabalho.
Trata-se de um trabalho que visa compreender o envolvimento dos alunos na utilização de um recurso
informático (o Scratch) para trabalhar a área da Matemática e do Inglês.
Assim, no enquadramento teórico procuramos clarificar o conceito interdisciplinaridade e compreender
a sua evolução, assim como, pretendemos clarificar o conceito de Pensamento Computacional, o seu
âmbito e aplicação. Do mesmo modo, este trabalho pretende compreender o contributo do
Pensamento Computacional para a interdisciplinaridade e o desenvolvimento de competências dos
alunos.
O uso do Scratch permitiu motivar os alunos e criar oportunidades de desenvolvimento da capacidade
de encontrar soluções, para problemas do quotidiano dos alunos, recorrendo ao domínio da
informática do mesmo modo que possibilitou o trabalho colaborativo e estabelecer pontes com as
diferentes disciplinas especialmente com matemática e inglês.
Advisors/Committee Members: Osório, António José (advisor).
Subjects/Keywords: Interdisciplinaridade;
Pensamento computacional;
Programação;
Scratch;
Computational thinking;
Interdisciplinarity;
Programming
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Manager
APA (6th Edition):
Cunha, C. R. d. C. O. M. e. (2019). O Scratch e a interdisciplinaridade
. (Masters Thesis). Universidade do Minho. Retrieved from http://hdl.handle.net/1822/62125
Chicago Manual of Style (16th Edition):
Cunha, Carla Rute da Costa Oliveira Machado e. “O Scratch e a interdisciplinaridade
.” 2019. Masters Thesis, Universidade do Minho. Accessed January 15, 2021.
http://hdl.handle.net/1822/62125.
MLA Handbook (7th Edition):
Cunha, Carla Rute da Costa Oliveira Machado e. “O Scratch e a interdisciplinaridade
.” 2019. Web. 15 Jan 2021.
Vancouver:
Cunha CRdCOMe. O Scratch e a interdisciplinaridade
. [Internet] [Masters thesis]. Universidade do Minho; 2019. [cited 2021 Jan 15].
Available from: http://hdl.handle.net/1822/62125.
Council of Science Editors:
Cunha CRdCOMe. O Scratch e a interdisciplinaridade
. [Masters Thesis]. Universidade do Minho; 2019. Available from: http://hdl.handle.net/1822/62125
Open Universiteit Nederland
25.
Petrus, Michelle.
Programmeeromgevingen met Visuele of Tastbare Output; de Effecten op Computational Thinking.
Degree: Master, Welten Institute, 2019, Open Universiteit Nederland
URL: http://hdl.handle.net/1820/600e678c-72b3-46d1-aaa4-b18eb86aae69
► Het ontwikkelen van computational thinking skills stelt kinderen en jongeren in staat om op een andere manier te denken tijdens het oplossen van problemen. Men…
(more)
▼ Het ontwikkelen van computational thinking skills stelt kinderen en jongeren in staat om op een andere manier te denken tijdens het oplossen van problemen. Men leert problemen te analyseren vanuit een ander perspectief. Eerder onderzoek heeft zich nog weinig gericht op het vergelijken van verschillende programmeeronderwijs-interventies binnen het primair onderwijs op de ontwikkeling van computational thinking skills. Het doel van deze studie was om inzicht te krijgen in de invloed van visuele of tastbare output van de programmeeromgeving op de ontwikkeling van computational thinking skills bij leerlingen in de leeftijd van 9 tot en met 13 jaar tijdens het leren programmeren. Het onderzoek is uitgevoerd onder 52 leerlingen van een school voor primair onderwijs. Deze 52 leerlingen werden at random toegewezen aan twee onderzoeksgroepen. Door middel van een kwantitatieve voor- en nameting is de ontwikkeling in beeld gebracht. De computational thinking skills werden gemeten door middel van de Computational Thinking test (Román-González, Pérez-González, & Jiménez-Fernández, 2015) en vijf rekenraadsels. Tevens werd, tijdens de laatste challenge, geobserveerd of er een verschil was in de mate van efficiënt oplossen van de deelchallenges en het oplossen binnen de gestelde tijd tussen de verschillende programmeeromgevingen. Om de verschillen op computational thinking skills tussen het werken met een programmeeromgeving met visuele of tastbare output te onderzoeken is er tijdens de interventie gewerkt met het computerprogramma Bomberbot (visuele output) en de meer tastbare Lego EV-3. De groep die heeft gewerkt met de programmeeromgeving met tastbare output heeft gemiddeld een, niet significant (p = .90), hogere score op de computational skills ten opzichte van de groep die heeft gewerkt met de programmeeromgeving met visuele output. De resultaten van het huidig onderzoek tonen aan dat er geen significant verschil is op de ontwikkeling van computational thinking skills na het werken met de programmeeromgeving met visuele of tastbare output. Deze resultaten zijn in tegenspraak met eerdere onderzoeken en de vooraf gestelde hypotheses. Dit kan worden verklaard door de relatief kleine onderzoeksgroep.
Subjects/Keywords: programmeren; computational thinking; debugging; probleemdecompositie; algoritmische vaardigheden; primair onderwijs
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APA ·
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APA (6th Edition):
Petrus, M. (2019). Programmeeromgevingen met Visuele of Tastbare Output; de Effecten op Computational Thinking. (Masters Thesis). Open Universiteit Nederland. Retrieved from http://hdl.handle.net/1820/600e678c-72b3-46d1-aaa4-b18eb86aae69
Chicago Manual of Style (16th Edition):
Petrus, Michelle. “Programmeeromgevingen met Visuele of Tastbare Output; de Effecten op Computational Thinking.” 2019. Masters Thesis, Open Universiteit Nederland. Accessed January 15, 2021.
http://hdl.handle.net/1820/600e678c-72b3-46d1-aaa4-b18eb86aae69.
MLA Handbook (7th Edition):
Petrus, Michelle. “Programmeeromgevingen met Visuele of Tastbare Output; de Effecten op Computational Thinking.” 2019. Web. 15 Jan 2021.
Vancouver:
Petrus M. Programmeeromgevingen met Visuele of Tastbare Output; de Effecten op Computational Thinking. [Internet] [Masters thesis]. Open Universiteit Nederland; 2019. [cited 2021 Jan 15].
Available from: http://hdl.handle.net/1820/600e678c-72b3-46d1-aaa4-b18eb86aae69.
Council of Science Editors:
Petrus M. Programmeeromgevingen met Visuele of Tastbare Output; de Effecten op Computational Thinking. [Masters Thesis]. Open Universiteit Nederland; 2019. Available from: http://hdl.handle.net/1820/600e678c-72b3-46d1-aaa4-b18eb86aae69
Open Universiteit Nederland
26.
Joosse, Robert Jan.
Er Zijn 10 Soorten Docenten, Degenen die Binair Begrijpen en Degenen die het Niet Begrijpen:: Docentopvattingen over het Doceren van Codeervaardigheden.
Degree: Master, Welten Institute, 2018, Open Universiteit Nederland
URL: http://hdl.handle.net/1820/b5de518d-56cf-455c-9aa8-96ed95a096ae
► Internationaal is debat gaande over het belang van codeervaardigheden binnen het onderwijs in relatie met toekomstige beroepen. Meerdere landen hebben inmiddels codeervaardigheden in het onderwijs…
(more)
▼ Internationaal is debat gaande over het belang van codeervaardigheden binnen het onderwijs in relatie met toekomstige beroepen. Meerdere landen hebben inmiddels codeervaardigheden in het onderwijs geïmplementeerd, echter in Nederland is dit nog niet het geval en dit kan schadelijk zijn voor de koppositie die Nederland als kenniseconomie heeft. Omdat docenten een sleutelfunctie hebben bij onderwijsvernieuwingen is het noodzakelijk dat zij positief staan ten opzichte van codeervaardigheden. Bij onderzoek naar ICT acceptatie wordt vaak het UTAUT model gebruikt. Bij dit model zijn performance expectancy, effort expectancy, social influence en facilitating conditions directe voorspellers van de intentie om een systeem te gebruiken. Deze behavioural intention is bepalend voor het daadwerkelijk gaan gebruiken van een systeem. Verder komt uit onderzoek naar voren dat bij docenten attitude een centrale rol speelt bij het gebruiken van nieuwe systemen. Met dit onderzoek zijn de opvattingen en overtuigingen van docenten in kaart gebracht en getoetst aan de hand van het UTAUT model. De resultaten dragen bij aan het onderzoek dat plaatsvindt rondom ICT acceptatie. Daarnaast geven de resultaten richting aan beleidsvraagstukken rondom codeervaardigheden in het onderwijs. Ook wordt de data gebruikt bij een internationaal vergelijkingsonderzoek rondom dit thema. Dit onderzoek heeft plaatsgevonden onder docenten van het primair onderwijs en voorgezet onderwijs. In heel Nederland zijn diverse schoolleiders benaderd om een web-based survey te verspreiden onder hun docenten. Uiteindelijk hebben 107 docenten de vragenlijst ingevuld. De vragenlijst die hiervoor is gebruikt, is opgesteld om docentopvattingen te meten met betrekking tot codeervaardigheden voor internationaal vergelijkingsonderzoek. Voor dit onderzoek zijn een paar vragen toegevoegd om de constructen uit het onderzoeksmodel te kunnen meten. Uit de resultaten komt naar voren dat performance expectancy, effort expectancy en attitude belangrijke voorspellers zijn op de behavioural intention. Facilitating conditions heeft daarnaast een beperktere samenhang met de behavioural intention. Voor de attitude blijkt dat deze voornamelijk door performance expectancy en effort expectancy wordt beïnvloed. Social influence blijkt geen significant verband te hebben met de behavioural intention. Ook zijn geen aanwijzingen gevonden dat geslacht, leeftijd en ervaring modererende effecten hebben op performance expectancy, effort expectancy, social influence en facilitating conditions. Het gebruikte onderzoeksmodel is een goed uitgangspunt gebleken om de gebruiksintentie onder de onderzoeksgroep te bepalen. Attitude blijkt een directe voorspeller te zijn van de behavioural intention, terwijl dit in het oorspronkelijke UTAUT model niet het geval is. Vervolgonderzoek kan zich richten op de rol van verschillende componenten van attitude, zoals affectieve attitude en cognitieve attitude, binnen het UTAUT model. Met betrekking tot de praktijkrelevantie blijkt dat docenten in het…
Subjects/Keywords: Codeervaardigheden; computational thinking, attitude; UTAUT model; ICT acceptatie docentopvattingen
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APA ·
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APA (6th Edition):
Joosse, R. J. (2018). Er Zijn 10 Soorten Docenten, Degenen die Binair Begrijpen en Degenen die het Niet Begrijpen:: Docentopvattingen over het Doceren van Codeervaardigheden. (Masters Thesis). Open Universiteit Nederland. Retrieved from http://hdl.handle.net/1820/b5de518d-56cf-455c-9aa8-96ed95a096ae
Chicago Manual of Style (16th Edition):
Joosse, Robert Jan. “Er Zijn 10 Soorten Docenten, Degenen die Binair Begrijpen en Degenen die het Niet Begrijpen:: Docentopvattingen over het Doceren van Codeervaardigheden.” 2018. Masters Thesis, Open Universiteit Nederland. Accessed January 15, 2021.
http://hdl.handle.net/1820/b5de518d-56cf-455c-9aa8-96ed95a096ae.
MLA Handbook (7th Edition):
Joosse, Robert Jan. “Er Zijn 10 Soorten Docenten, Degenen die Binair Begrijpen en Degenen die het Niet Begrijpen:: Docentopvattingen over het Doceren van Codeervaardigheden.” 2018. Web. 15 Jan 2021.
Vancouver:
Joosse RJ. Er Zijn 10 Soorten Docenten, Degenen die Binair Begrijpen en Degenen die het Niet Begrijpen:: Docentopvattingen over het Doceren van Codeervaardigheden. [Internet] [Masters thesis]. Open Universiteit Nederland; 2018. [cited 2021 Jan 15].
Available from: http://hdl.handle.net/1820/b5de518d-56cf-455c-9aa8-96ed95a096ae.
Council of Science Editors:
Joosse RJ. Er Zijn 10 Soorten Docenten, Degenen die Binair Begrijpen en Degenen die het Niet Begrijpen:: Docentopvattingen over het Doceren van Codeervaardigheden. [Masters Thesis]. Open Universiteit Nederland; 2018. Available from: http://hdl.handle.net/1820/b5de518d-56cf-455c-9aa8-96ed95a096ae
Open Universiteit Nederland
27.
Coenders-Kupers, Marinka.
MAATREGELEN OM COMPUTATIONAL THINKING TE IMPLEMENTEREN IN FUNDEREND ONDERWIJS: Noodzakelijke Maatregelen om Computational Thinking te implementeren in funderend Onderwijs Een Group Concept Mapping Studie.
Degree: Master, Welten Institute, 2018, Open Universiteit Nederland
URL: http://hdl.handle.net/1820/8713cd2a-03a4-44d7-9394-d96136401604
► Om leerlingen voor te bereiden op een snel veranderende, gedigitaliseerde samenleving, is het belang van 21e -eeuwse vaardigheden zoals ‘digitale geletterdheid’ evident. Dit omvat de…
(more)
▼ Om leerlingen voor te bereiden op een snel veranderende, gedigitaliseerde samenleving, is het belang van 21e -eeuwse vaardigheden zoals ‘digitale geletterdheid’ evident. Dit omvat de deelvaardigheden ICT- basisvaardigheden, media wijsheid, informatievaardigheden en computational thinking (CT). Daarom is de staatssecretaris van onderwijs van plan deze vaardigheden op te nemen in een herzien kerncurriculum voor het funderend onderwijs. Voor een succesvolle implementatie is het belangrijk te weten welke maatregelen hiervoor nodig zijn. Uit onderzoek blijkt echter dat scholen te weinig aandacht besteden aan alle aspecten van digitale geletterdheid, waaronder CT. Doel van dit onderzoek is het verkrijgen van een overzicht van de noodzakelijke maatregelen om CT duurzaam in het funderend onderwijs in Nederland te implementeren. Om deze onderzoeksvraag te beantwoorden is de group concept mapping methodiek gehanteerd. Dit is een participatieve mixed-method die de gemeenschappelijke ideeën van een groep expliciet maakt. Zeventig mensen registreerden zich in de concept mapping webomgeving en 39 personen leverden uiteindelijk een effectieve bijdrage. De deelnemers zijn hoofdzakelijk werkzaam als docent, leerkracht, bestuurder, directeur, staflid of werkvelddeskundige in het basisonderwijs of voortgezet onderwijs. Werving vond plaats via het netwerk van de student-onderzoeker en door middel van snowball-sampling. Deelnemers identificeerden vijf thema’s die noodzakelijk zijn om CT te implementeren namelijk: ‘Bepaal inhoud programma’; ‘Bewaak kwaliteit’; ‘Definieer begrip CT’; ‘Vergroot eigen vaardigheden leerkrachten’; ‘Reserveer tijd en geld’. Er is grote overeenstemming over de inhoud van de thema’s/ clusters, met uitzondering van het cluster ‘Bewaak kwaliteit’. Desondanks is volgens de groep alleen het cluster ’Definieer begrip CT’ in de praktijk gemakkelijk te implementeren. Verder vindt de groep het zowel belangrijk als haalbaar te benadrukken dat CT geen doel is maar een middel, dat los gezien moet worden van het gebruik van computers en vooral een manier van denken is. Daarnaast wordt het belangrijk en haalbaar gevonden dat schoolbestuurders het proces van CT implementatie ondersteunen en faciliteren. Verder vindt de groep dat, hoewel minder gemakkelijk te implementeren, het belangrijk is dat tijd wordt gecreëerd om goede lessen voor te bereiden die met technologie verrijkt zijn. Daarbovenop vindt men het belangrijk dat, hoewel minder gemakkelijk haalbaar, de school een flexibel team heeft dat om kan gaan met de veranderende eisen van de digitale wereld en dat men zorgt wordt voor een doorlopende leerlijn met heldere doelen en richtlijnen. Dit onderzoek draagt bij aan de kennis over implementatie van CT in het funderend onderwijs. Het geeft aanleiding om kritisch naar de huidige implementatie- maatregelen te kijken en aan de hand van de onderzoeksresultaten aanpassingen te doen zodat leerkrachten ondersteund worden om CT te implementeren in de dagelijkse lespraktijk.
Subjects/Keywords: computational thinking; curriculum; funderend onderwijs; group concept mapping
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APA ·
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APA (6th Edition):
Coenders-Kupers, M. (2018). MAATREGELEN OM COMPUTATIONAL THINKING TE IMPLEMENTEREN IN FUNDEREND ONDERWIJS: Noodzakelijke Maatregelen om Computational Thinking te implementeren in funderend Onderwijs Een Group Concept Mapping Studie. (Masters Thesis). Open Universiteit Nederland. Retrieved from http://hdl.handle.net/1820/8713cd2a-03a4-44d7-9394-d96136401604
Chicago Manual of Style (16th Edition):
Coenders-Kupers, Marinka. “MAATREGELEN OM COMPUTATIONAL THINKING TE IMPLEMENTEREN IN FUNDEREND ONDERWIJS: Noodzakelijke Maatregelen om Computational Thinking te implementeren in funderend Onderwijs Een Group Concept Mapping Studie.” 2018. Masters Thesis, Open Universiteit Nederland. Accessed January 15, 2021.
http://hdl.handle.net/1820/8713cd2a-03a4-44d7-9394-d96136401604.
MLA Handbook (7th Edition):
Coenders-Kupers, Marinka. “MAATREGELEN OM COMPUTATIONAL THINKING TE IMPLEMENTEREN IN FUNDEREND ONDERWIJS: Noodzakelijke Maatregelen om Computational Thinking te implementeren in funderend Onderwijs Een Group Concept Mapping Studie.” 2018. Web. 15 Jan 2021.
Vancouver:
Coenders-Kupers M. MAATREGELEN OM COMPUTATIONAL THINKING TE IMPLEMENTEREN IN FUNDEREND ONDERWIJS: Noodzakelijke Maatregelen om Computational Thinking te implementeren in funderend Onderwijs Een Group Concept Mapping Studie. [Internet] [Masters thesis]. Open Universiteit Nederland; 2018. [cited 2021 Jan 15].
Available from: http://hdl.handle.net/1820/8713cd2a-03a4-44d7-9394-d96136401604.
Council of Science Editors:
Coenders-Kupers M. MAATREGELEN OM COMPUTATIONAL THINKING TE IMPLEMENTEREN IN FUNDEREND ONDERWIJS: Noodzakelijke Maatregelen om Computational Thinking te implementeren in funderend Onderwijs Een Group Concept Mapping Studie. [Masters Thesis]. Open Universiteit Nederland; 2018. Available from: http://hdl.handle.net/1820/8713cd2a-03a4-44d7-9394-d96136401604
Open Universiteit Nederland
28.
Van Rossum, Desiré.
Computational Thinking als Fundamentele Basisvaardigheid bij Programmeren: Een Onderzoek naar de Invloed van de Programmeeromgeving en Leerkrachtinterventies op de Ontwikkeling van Computational-Thinking-Vaardigheden bij Leerlingen in het Basisonderwijs.
Degree: Master, Welten Institute, 2020, Open Universiteit Nederland
URL: http://hdl.handle.net/1820/1cbd054a-4007-498d-b6bb-61c5dc992a5a
► Het belang van het aanleren van computational-thinking-vaardigheden aan jonge kinderen als één van de 21e-eeuwse vaardigheden wordt internationaal onderschreven. Computational thinking bestaat uit denkprocessen en…
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▼ Het belang van het aanleren van computational-thinking-vaardigheden aan jonge kinderen als één van de 21e-eeuwse vaardigheden wordt internationaal onderschreven. Computational thinking bestaat uit denkprocessen en vaardigheden waarmee complexe problemen opgelost kunnen worden met behulp van digitale tools. De bestaande richtlijnen blijken de leerkrachten te weinig houvast te bieden binnen het hedendaagse onderwijsprogramma om in de onderwijspraktijk op een effectieve wijze vorm te geven aan de ontwikkeling van computational-thinking-vaardigheden. Zowel visuele programmeeromgevingen in de vorm van computerprogramma’s als unplugged-programmeeractiviteiten blijken geschikt te zijn voor het aanleren van computational-thinking-vaardigheden. Vooral constructivistische leeractiviteiten, die uitgaan van een actief leerproces, worden door leerkrachten als kansrijk gezien om computational-thinking-vaardigheden tijdens programmeerlessen aan te leren aan leerlingen in het basisonderwijs. De effectiviteit van de rol van het soort programmeeromgeving en de rol van de leerkracht in dit leerproces is echter nog weinig onderzocht. Dit onderzoek had dan ook als doel om te onderzoeken wat de invloed van de gehanteerde programmeeromgeving is wanneer bovenbouwleerlingen in het basisonderwijs via programmeerlessen computational-thinking-vaardigheden ontwikkelen en welk effect de gehanteerde begeleidingsinterventie van de leerkracht daarbij heeft. Daarvoor werden in dit onderzoek de deelnemende leerlingen over twee experimentele condities verdeeld, waarbij de ene helft unplugged-lessen aangeboden kreeg (verkregen van: Codekinderen.nl) en de andere helft plugged-lessen aangeboden kreeg (middels het online-computerprogramma Scratch). Via een pretest- en posttest-ontwerp werden de computational-thinking-vaardigheden van de leerlingen voorafgaand aan de interventie en na afloop van de interventie getest door middel van een test die door de onderzoeker zelf ontworpen is. De AFL-Q (Pat‐El, Tillema, Segers, & Vedder, 2013) werd gebruikt om de monitoring- en scaffolding-vaardigheden van de leerkrachten te meten. De versie voor leerkrachten (de TAFL-Q) werd door de leerkrachten ingevuld voorafgaand aan de interventie. De versie voor leerlingen (de SAFL-Q) werd na afloop van de interventie ingevuld door de leerlingen. Via het netwerk van de onderzoeker werden drie reguliere basisscholen benaderd om deel te nemen aan het onderzoek. In totaal hebben 15 bovenbouwklassen deelgenomen aan het onderzoek, waarmee in totaal 15 leerkrachten en 268 leerlingen hebben deelgenomen aan het onderzoek. Om de invloed van de gebruikte programmeeromgeving op de groei in computational-thinking-vaardigheden te toetsen is gebruik gemaakt van t-testen. Daarnaast zijn verschillende multipele-regressie-analyses uitgevoerd om de relaties tussen de variabelen te onderzoeken. Daaruit bleek dat de meeste groei in computational-thinking-vaardigheden plaatsvond bij leerlingen die de unplugged-lessen hadden gevolgd en bij leerlingen die les hadden gekregen van een leerkracht…
Subjects/Keywords: computational thinking; unplugged; plugged; monitoring; scaffolding; programmeren; 21e-eeuwse vaardigheden
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APA (6th Edition):
Van Rossum, D. (2020). Computational Thinking als Fundamentele Basisvaardigheid bij Programmeren: Een Onderzoek naar de Invloed van de Programmeeromgeving en Leerkrachtinterventies op de Ontwikkeling van Computational-Thinking-Vaardigheden bij Leerlingen in het Basisonderwijs. (Masters Thesis). Open Universiteit Nederland. Retrieved from http://hdl.handle.net/1820/1cbd054a-4007-498d-b6bb-61c5dc992a5a
Chicago Manual of Style (16th Edition):
Van Rossum, Desiré. “Computational Thinking als Fundamentele Basisvaardigheid bij Programmeren: Een Onderzoek naar de Invloed van de Programmeeromgeving en Leerkrachtinterventies op de Ontwikkeling van Computational-Thinking-Vaardigheden bij Leerlingen in het Basisonderwijs.” 2020. Masters Thesis, Open Universiteit Nederland. Accessed January 15, 2021.
http://hdl.handle.net/1820/1cbd054a-4007-498d-b6bb-61c5dc992a5a.
MLA Handbook (7th Edition):
Van Rossum, Desiré. “Computational Thinking als Fundamentele Basisvaardigheid bij Programmeren: Een Onderzoek naar de Invloed van de Programmeeromgeving en Leerkrachtinterventies op de Ontwikkeling van Computational-Thinking-Vaardigheden bij Leerlingen in het Basisonderwijs.” 2020. Web. 15 Jan 2021.
Vancouver:
Van Rossum D. Computational Thinking als Fundamentele Basisvaardigheid bij Programmeren: Een Onderzoek naar de Invloed van de Programmeeromgeving en Leerkrachtinterventies op de Ontwikkeling van Computational-Thinking-Vaardigheden bij Leerlingen in het Basisonderwijs. [Internet] [Masters thesis]. Open Universiteit Nederland; 2020. [cited 2021 Jan 15].
Available from: http://hdl.handle.net/1820/1cbd054a-4007-498d-b6bb-61c5dc992a5a.
Council of Science Editors:
Van Rossum D. Computational Thinking als Fundamentele Basisvaardigheid bij Programmeren: Een Onderzoek naar de Invloed van de Programmeeromgeving en Leerkrachtinterventies op de Ontwikkeling van Computational-Thinking-Vaardigheden bij Leerlingen in het Basisonderwijs. [Masters Thesis]. Open Universiteit Nederland; 2020. Available from: http://hdl.handle.net/1820/1cbd054a-4007-498d-b6bb-61c5dc992a5a
Delft University of Technology
29.
de Groot, Julian (author).
Teaching Computational Thinking - What do our educators need?.
Degree: 2018, Delft University of Technology
URL: http://resolver.tudelft.nl/uuid:112f3fe3-b568-4555-a68e-3b599603c45d
► In the Netherlands a task-force, supported by the institute of curriculum development, Stichting Leerplan Ontwikkeling (SLO), has been assembled to define core objectives and learning…
(more)
▼ In the Netherlands a task-force, supported by the institute of curriculum development, Stichting Leerplan Ontwikkeling (SLO), has been assembled to define core objectives and learning goals for digital literacy that are to be finalized by 2019. The SLO defined digital literacy with the following four elements: ICT basic skills,
computational thinking, information skills and media awareness.
Computational thinking, frequently taught through programming lessons, is often considered to be the most challenging component of digital literacy. Despite all the work around planning and curriculum building, it is important that teachers’ perspective, their involvement and professional development is thoroughly investigated and prepared to let them teach the concepts of
computational thinking (CT) with confidence. With a limited amount of research focusing on teachers, this study aimed at identifying the needs for teachers who are getting started teaching the concepts of CT. In the first part of the study examination of teachers’ TPACK took place via semi-structured interviews. Assessment of learning was identified as a major challenge/need. Teachers expressed not being able to measure how much and what a pupil has learned about CT-concepts and primarily used computer-based practical assignments as an assessment tool in a formative way. In the second part of the study a lead-up survey was created to gain more insight about the used CT assessment tools and teachers’ attitude towards CT assessment. To test whether attitude towards assessment and assessment tool suitability was different for programming lessons, respondents were asked to rate statements and assessment tool suitability within three different contexts (i.e. education in general, their own
subject and programming lessons). Despite a noticeable decrease in summative score and an increase in formative score for programming lessons, no statistically significant difference was found across the three contexts when measuring latent variables for formative and summative assessment. However, several statistically significant differences were found measuring the suitability of assessment tools. In terms of programming lessons, teachers rated not practical and not computer-based assessment tools significantly lower in suitability while a set of small practical computer-based assignments were rated significantly higher in suitability. Future research can focus on examining teachers’ arguments with regard to the suitability scores that they have given and measuring attitude towards assessment for programming in general.
Advisors/Committee Members: Bruggink, Martin (mentor), Hermans, Felienne (graduation committee), de Vries, Marc (graduation committee), Delft University of Technology (degree granting institution).
Subjects/Keywords: computational thinking; ct; assessment; programming; tpack; digital literacy
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APA ·
Chicago ·
MLA ·
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Manager
APA (6th Edition):
de Groot, J. (. (2018). Teaching Computational Thinking - What do our educators need?. (Masters Thesis). Delft University of Technology. Retrieved from http://resolver.tudelft.nl/uuid:112f3fe3-b568-4555-a68e-3b599603c45d
Chicago Manual of Style (16th Edition):
de Groot, Julian (author). “Teaching Computational Thinking - What do our educators need?.” 2018. Masters Thesis, Delft University of Technology. Accessed January 15, 2021.
http://resolver.tudelft.nl/uuid:112f3fe3-b568-4555-a68e-3b599603c45d.
MLA Handbook (7th Edition):
de Groot, Julian (author). “Teaching Computational Thinking - What do our educators need?.” 2018. Web. 15 Jan 2021.
Vancouver:
de Groot J(. Teaching Computational Thinking - What do our educators need?. [Internet] [Masters thesis]. Delft University of Technology; 2018. [cited 2021 Jan 15].
Available from: http://resolver.tudelft.nl/uuid:112f3fe3-b568-4555-a68e-3b599603c45d.
Council of Science Editors:
de Groot J(. Teaching Computational Thinking - What do our educators need?. [Masters Thesis]. Delft University of Technology; 2018. Available from: http://resolver.tudelft.nl/uuid:112f3fe3-b568-4555-a68e-3b599603c45d
University of Western Ontario
30.
Zuod, Rawia.
Computational and Mathematics Thinking Workshops for Students with their Parents: Nature, Benefits, Challenges, and Feedback.
Degree: 2019, University of Western Ontario
URL: https://ir.lib.uwo.ca/etd/6299
► This qualitative study explores the nature of engagement of pupils with their parents in mathematics thinking (MT) activities in the context of integration of computational…
(more)
▼ This qualitative study explores the nature of engagement of pupils with their parents in mathematics thinking (MT) activities in the context of integration of computational thinking (CT). It specifically investigates the ways students and their parents interact during CT and MT activities, as well as the role, benefits and challenges of parental engagement with their children during these activities. The study was framed in the constructionist framework of learning by making and situated in literature on integration of CT in teaching school curricula as well as literature on parental involvement and on mathematics instructional reform.
In this instrumental case study of eight (parent-child) pairs’ engagement observations, interviews, and reflection data during CT and MT workshops were collected and analyzed to determine the ways in which CT activities enrich mathematical concepts and encourage engagement between parents and children in the workshop. All children and parents that participated in the two workshop sessions felt that the CT activities (Symmetry, Sphero, and Scratch) enriched mathematical concepts. This study also found that CT activities encouraged parents and children to work together and engage together during the sessions. Several of the children and parents were excited about what they referred to as a more interesting and interactive way to learn math and learning how to code. Parents and children agreed that CT and MT activities should be integrated into mathematics curricula.
This study was limited in its sampling as it only focused on children in primary grades 3 through 6 in a religious-based private school. For future studies, the researcher suggests conducting a study that will include several schools including public schools and will involve more specific CT tools for teaching mathematics concepts. The researcher also recommends conducting CT workshops over a three-day period so that children do one activity each day rather than all three distinct activities in one session. Implications for teachers and school principals are to offer CT and similar workshops for longer and consecutive sessions during which adequate devices are available and at which parents are educated about the benefits of involvement in their children's mathematics learning.
Subjects/Keywords: computational thinking (CT); reform in mathematics education; parental engagement
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APA ·
Chicago ·
MLA ·
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CSE |
Export
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Manager
APA (6th Edition):
Zuod, R. (2019). Computational and Mathematics Thinking Workshops for Students with their Parents: Nature, Benefits, Challenges, and Feedback. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/6299
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Zuod, Rawia. “Computational and Mathematics Thinking Workshops for Students with their Parents: Nature, Benefits, Challenges, and Feedback.” 2019. Thesis, University of Western Ontario. Accessed January 15, 2021.
https://ir.lib.uwo.ca/etd/6299.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Zuod, Rawia. “Computational and Mathematics Thinking Workshops for Students with their Parents: Nature, Benefits, Challenges, and Feedback.” 2019. Web. 15 Jan 2021.
Vancouver:
Zuod R. Computational and Mathematics Thinking Workshops for Students with their Parents: Nature, Benefits, Challenges, and Feedback. [Internet] [Thesis]. University of Western Ontario; 2019. [cited 2021 Jan 15].
Available from: https://ir.lib.uwo.ca/etd/6299.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Zuod R. Computational and Mathematics Thinking Workshops for Students with their Parents: Nature, Benefits, Challenges, and Feedback. [Thesis]. University of Western Ontario; 2019. Available from: https://ir.lib.uwo.ca/etd/6299
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
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Open Access Theses and Dissertations
