scholarly journals A Tangible Programming Tool for Children to Cultivate Computational Thinking

2014 ◽  
Vol 2014 ◽  
pp. 1-10 ◽  
Author(s):  
Danli Wang ◽  
Tingting Wang ◽  
Zhen Liu
Keyword(s):  
User Study ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Problem Decomposition ◽  
Programming Tool ◽  
Tangible Programming ◽  
Computer Vision Technology ◽  
Good Potential ◽  
Programming Interface ◽  
Live Programming

Game and creation are activities which have good potential for computational thinking skills. In this paper we present T-Maze, an economical tangible programming tool for children aged 5–9 to build computer programs in maze games by placing wooden blocks. Through the use of computer vision technology, T-Maze provides a live programming interface with real-time graphical and voice feedback. We conducted a user study with 7 children using T-Maze to play two levels of maze-escape games and create their own mazes. The results show that T-Maze is not only easy to use, but also has the potential to help children cultivate computational thinking like abstraction, problem decomposition, and creativity.

Computer Science Unplugged: A Systematic Literature Review

2021 ◽  
pp. 004723952110188
Author(s):  
Ali Battal ◽  
Gülgün Afacan Adanır ◽  
Yasemin Gülbahar
Keyword(s):  
Literature Review ◽  
Computer Science ◽  
Systematic Literature Review ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Inclusion Criteria ◽  
Relevant Research ◽  
Tangible Programming ◽  
Review Procedure ◽  
Research Studies

The computer science (CS) unplugged approach intends to teach CS concepts and computational thinking skills without employing any digital tools. The current study conducted a systematic literature review to analyze research studies that conducted investigations related to implementations of CS unplugged activities. A systematic review procedure was developed and applied to detect and subsequently review relevant research studies published from 2010 to 2019. It was found that 55 research studies (17 articles + 38 conference proceedings) satisfied the inclusion criteria for the analysis. These research studies were then examined with regard to their demographic characteristics, research methodologies, research results, and main findings. It was found that the unplugged approach was realized and utilized differently among researchers. The majority of the studies used the CS unplugged term when referring to “paper–pencil activities,” “problem solving,” “storytelling,” “games,” “tangible programming,” and even “robotics.”

scholarly journals An Analysis of Students’ Computational Thinking Skills on The Number Patterns Lesson during The Covid-19 Pandemic

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Dwi Fitriani Rosali ◽  
Didi Suryadi
Keyword(s):  
Computational Thinking ◽  
Thinking Skills ◽  
Problem Decomposition ◽  
Education Curriculum ◽  
Descriptive Research ◽  
Educational Framework ◽  
Type Test ◽  
8Th Grade ◽  
Qualitative Descriptive ◽  
Algorithmic Thinking

The development of the education curriculum in Indonesia makes students must have skills so that they can compete globally, especially in the 21st century. The development is closely related to technology and information. One of skills that support the development of technology and information is the <em>computational thinking</em> skills. This study aims to analyze students’ <em>computational thinking</em> skills on the number patterns lesson during the Covid-19 pandemic. This study was qualitative-descriptive research with the subjects of 4 students from 8th grade in Makassar. The instruments used in this study were a test of the <em>computational thinking</em> skills in the form of essay type test on the number patterns lesson and interview guidance. The results of this study indicated that all subjects met the first indicator of problem decomposition and one subject met the second indicator of problem decomposition, all subjects met the indicator of pattern recognition, three subjects met the indicator of abstraction and generalization, all subjects met the first indicator of algorithmic thinking and two subjects met the second indicator of algorithmic thinking on <em>computational thinking</em> skills. Thus, students’ <em>computational thinking</em> skills during the Covid-19 pandemic were still low, so an educational framework is needed to improve students’ <em>computational thinking</em> skills.

Planning Computer Science Instruction for Students With High-Incidence Disabilities

2021 ◽  
pp. 105345122110249
Author(s):  
Amy Hutchison ◽  
Anya S. Evmenova
Keyword(s):  
Computer Science ◽  
Universal Design For Learning ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Science Content ◽  
High Incidence ◽  
Integration Planning ◽  
Content Area Instruction ◽  
Model Computer ◽  
High Incidence Disabilities

States increasingly are adopting computer science standards to help students develop coding and computational thinking skills. In an effort to support teachers in introducing computer science content to their students with high-incidence disabilities, a new model, computer science integration planning plus universal design for learning (CSIP+) offers ways to integrate computational thinking and coding into content area instruction. This column presents an example of how a teacher might implement the CSIP+ model when designing instruction accessible to all learners. Guiding questions to support teachers at each phase of the planning cycle are provided.

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