scholarly journals Developing Middle School Students’ Computational Thinking Skills Using Unplugged Computing Activities

2020 ◽  
Vol 19 (1) ◽  
pp. 1-13 ◽  
Author(s):  
Havva DELAL ◽  
Diler ONER
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Computational Thinking ◽  
Thinking Skills ◽  
School Students

scholarly journals Effects of Robotics Instructional Methods on Computational Thinking Skills of Middle School Students

2021 ◽  
Author(s):  
Andrew Patrick Cook
Keyword(s):  
Middle School ◽  
Problem Solving ◽  
Middle School Students ◽  
Instructional Methods ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Peer Collaboration ◽  
School Students ◽  
Problem Solving Strategies ◽  
K 12

As a tangible and motivating medium for students to engage in computational thinking, robotics has drawn interest from educators and researchers as K-12 schools continue to integrate STEM into curriculum. Through this mixed methods study, the researcher sought to explore the effects of robotics instructional methods (task-based and project-based) on the computational thinking skills of middle school students, including the problem-solving strategies used and the role of peer collaboration. The quantitative results of this study indicated no significant difference in the computational thinking skills of students participating in task-based or project-based robotics instruction. Interviews consisted of open-ended questions in which problem-solving and collaboration in robotics were explored from the perspectives of the participants. In both groups, problem-solving strategies encompassed all aspects of computational thinking as students took an iterative approach to problem-solving in both tasks and projects. Peer collaboration was naturally occurring and frequent among both groups. In task-based robotics instruction, peer collaboration and problem-solving strategies were primarily focused on the programming of the robot. In project-based robotics, peer collaboration and problem-solving strategies were applied throughout the entire design process, including the building and the programming of the robot. Through this study, the researcher hoped to provide a roadmap for the implementation of robotics in schools for K-8 students. As schools are increasingly seeking ways to integrate robotics into school curriculum, further research in this area on a larger scale is recommended.

scholarly journals Computational Thinking Skills, Programming Self-Efficacies and Programming Attitudes of the Students

2020 ◽  
Vol 4 (2) ◽  
pp. 24-35
Author(s):  
Mustafa Serkan Günbatar
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Self Efficacy ◽  
Information Technologies ◽  
Computer Programming ◽  
Computational Thinking ◽  
Thinking Skills ◽  
School Students ◽  
High Level

The purpose of this research is to examine Computer Programming Attitude (CPA), Computer Programming Self-Efficacy (CPSE) and Computational Thinking (CT) skills of middle school students who took the Information Technologies & Software (IT&S) courses and those who did not, and make various analyses according to the relationships between these variables. As a result of the analysis, it was found that CPA and CPSE variables are significant predictors for CT skills, both students who took IT&S course and those who did not take have moderate CPSE, but students who took IT&S course have a statistically significantly higher CPSE. In addition, it was observed that both those who took IT&S course and those who did not have moderate CPA and did not differ statistically, and students who took IT&S course had a high level of CT, while those who did not take the course were moderate and statistically different. It was also found that students who took IT&S courses made cumulative progress in terms of CPSE, CPA and CT variables compared to those who did not. The obtained results are discussed within the framework of middle school IT & S course curriculum held in Turkey in 2018.

scholarly journals Educational Game Design as Gateway for Operationalizing Computational Thinking Skills among Middle School Students

2018 ◽  
Vol 11 (4) ◽  
pp. 15 ◽  
Author(s):  
Min Lun Wu
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Situated Learning ◽  
Game Design ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Educational Game ◽  
School Students ◽  
Design Activities ◽  
Meaningful Relationships

This qualitative case study reports descriptive findings of digital game-based learning involving 15 Taiwanese middle school students’ use of computational thinking skills elicited through programmed activities in a game design workshop. Situated learning theory is utilized as framework to evaluate novice game designers’ individual advancement in developing a designer language, mindset, and use of computational thinking skills. Three strands of findings were extrapolated from analyzing observational data, participant-generated written responses and artifacts: Understanding games as systems and how components work together in meaningful relationships in game design; Developing growing sophistication in communicating with other novice game designers using language germane to game design; Improving understanding and application of computational thinking skills through game design activities. Extended discussions on three focal cases revealed that using design pedagogy, participants operationalized computational thinking skills in design tasks. Promises and pitfalls of using game design to facilitate computational thinking skills are discussed.

Investigation of Variables Related to Computational Thinking Self-Efficacy Level in Middle School Students

2020 ◽  
pp. 54-75
Author(s):  
Hatice Yildiz Durak ◽  
Mustafa Saritepeci ◽  
Ahmet Topçu ◽  
Aykut Durak
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Self Efficacy ◽  
Computational Thinking ◽  
Academic Variables ◽  
School Students ◽  
Programming Education ◽  
Predictive Variables ◽  
Programming Tool ◽  
Math Class

This study examined the predictiveness of demographic and academic variables and the variables which are in relation with programming on computational thinking (CT) self-efficacy of middle school students who received and who did not receive programming education. Relational screening model was utilized in this study. One-hundred ninety-nine middle school students from 5th and 6th grades in Turkey composed the participants of the research. As the result of the research, it was found that CT self-efficacy level is low. Furthermore, programming experiences of the students are approximately two years. The most important predictor of CT self-efficacy of the students who received programming education is demographic variables. Predictive variables' relative order of importance on CT self-efficacy of the students who received programming education are gender, utilized programming tool, math class grade point average, and attitude towards programming.

scholarly journals Evaluation of the content of mathematics curricula for the intermediate stage in the light of visual thinking skills: تقويم محتوى مناهج الرياضيات للمرحلة المتوسطة في ضوء مهارات التفكير البصري

2016 ◽  
Vol 2 (5) ◽  
Author(s):  
Hassar bin Hassan bin Mohammed Shweihi
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Quantitative Description ◽  
Intermediate Stage ◽  
Thinking Skills ◽  
Visual Thinking ◽  
School Students ◽  
Middle School Math ◽  
Descriptive Approach ◽  
Mathematics Curricula

  This study aimed at identify the evaluation estimates of the content of the book of maths for the intermediate stage in the light of visual thinking skills. The descriptive approach was used through analysis of content based on objective, structured and quantitative description of thinking skills. The study tool is developed by identifying visual thinking skills related to math study and necessary for middle school students.  The results of the study generally indicated that the content of mathematics books for middle school was interested in visual thinking skills in all middle-school grades. In short, middle school math books have made a clear effort, demonstrating the use of a lot of skills clearly and focusing on important skills for middle school students with visual thinking skills.

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