scholarly journals Algorithmic Thinking Skills without Computers for Prospective Computer Science Teachers

2021 ◽  
Vol 14 (4) ◽  
pp. 570-585
Author(s):  
Çetin GÜLER
Keyword(s):  
Computer Science ◽  
Science Teachers ◽  
Thinking Skills ◽  
Algorithmic Thinking

scholarly journals Multidimensional Algorithmic Thinking Development on Mental Learning Platform

2019 ◽  
pp. 1072-1087 ◽  
Author(s):  
Nikolay I. Pak ◽  
Tatiana A. Stepanova ◽  
Irina V. Bazhenova ◽  
Irina V. Gavrilova
Keyword(s):  
Information Technology ◽  
Computer Science ◽  
Present Article ◽  
Science Teachers ◽  
Computer Technology ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Learning Platform ◽  
And Training ◽  
Algorithmic Thinking

The problem of algorithmic thinking development in computer science, computer technology and information technology courses remains relevant despite a lot of research done in the area. The present article is intended to substantiate the mental learning platform for further use of cognitive methods and training tools; it discloses the essence of multidimensional algorithmic thinking and presents mental and embodied (kinaesthetic) programming training tools. The authors arrive at the conclusion that development of multidimensional algorithmic thinking should be carried out through the use of mental algorithmic maps for different styles of thinking, mental and empirical tasks, as well as kinaesthetic simulators. Such training tools involve all channels of perception and greatly contribute to the understanding and better assimilation of “Algorithmization and programming” subject. The results of the research can be useful for computer science teachers at schools and programming teachers at higher educational institutions

scholarly journals Mapping K-12 Computer Science Teacher’s Interest, Self-Confidence, and Knowledge about the Use of Educational Robotics to Teach

2021 ◽  
Vol 11 (8) ◽  
pp. 443
Author(s):  
Nuno Dorotea ◽  
João Piedade ◽  
Ana Pedro
Keyword(s):  
Computer Science ◽  
Science Teachers ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Educational Robotics ◽  
Online Application ◽  
Classroom Activities ◽  
Self Confidence ◽  
K 12 ◽  
Teacher's Knowledge

This paper reports a case study, developed in K-12 Portuguese Education, that aimed to analyze the computer science teachers’ knowledge, interest, and self-confidence to use educational robotics and other programable objects in classroom activities to teach computer science concepts and to promote students’ computational thinking skills. The research design was organized into a descriptive and exploratory quantitative approach. The participants were 174 in-service computer science teachers of Portuguese public education. The data was gathered from the participants, through the online application of the Robotics Interest Questionnaire scale (RIQ). Very positive levels of teacher’s knowledge, interest, and self-efficacy to use educational robotics for teaching purposes were reported in the study outcomes. These constructs were underlined in several studies as relevant factors to promote the use of educational robotics and other similar technologies by the teachers. Despite the study limitations and the small context, a set of relevant results was highlighted on computer science in-service teachers’ interest and preparation to use robotics and to support their students in learning activities with these artifacts.

The construction of innovative computer practical training education model in the environment of multiple intelligences Internet of Things

2021 ◽  
pp. 1-11
Author(s):  
Yanli Bao
Keyword(s):  
Computer Science ◽  
Science Teachers ◽  
Curriculum Design ◽  
Engineering Students ◽  
Theoretical Perspective ◽  
Training Model ◽  
Practical Training ◽  
Operational Strategies ◽  
Workflow Technology ◽  
Computer Knowledge

This paper takes the application of workflow technology in a multi-smart IOT message-driven practical training execution system as the research background, analyzes the current situation and problems of the practical training execution system, and reconstructs and optimizes the original on-site practical training model and business methods according to the future development needs of the practical training execution system. This study draws on the theoretical perspective of the computer knowledge body to deeply recognize and understand the connotation of computing ability from the levels of knowledge, skills, and attitude, forms a basic understanding of computing ability through literature combing, and refines the core elements of computing ability through a combination of enterprise case study, content analysis, and questionnaire survey, strives to form a more systematic and in-depth understanding of the connotation and elements of computing ability. It also provides a reference for the clarification of computing ability training objectives of computer science teachers under the trend of intelligence. Facing the enhancement of computing ability of engineering students majoring in computer science at the undergraduate level, the objectives of computing ability cultivation are clarified, the key points of computing ability cultivation mode are refined from three levels: curriculum design, teaching operation, management, and control, and three typical computing ability cultivation modes embedded in undergraduate computer education are constructed: knowledge module combination mode, computing context experience mode, and intelligent industry-leading mode. The operational strategies and implementation paths of the models are discussed in depth. This study emphasizes that, based on the analysis of the characteristics of the trend of intelligence, the computing ability cultivation model is not static.

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.”

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