scholarly journals An Investigation of The Effect of Block-Based Programming and Unplugged Coding Activities on Fifth Graders’ Computational Thinking Skills, Self-Efficacy and Academic Performance

2022 ◽  
Vol 14 (1) ◽  
pp. ep341
Author(s):  
Nihan Arslan Namli ◽  
Birsel Aybek
Keyword(s):  
Academic Performance ◽  
Self Efficacy ◽  
Fifth Graders ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Block Based

scholarly journals The influence of SRA programming on algorithmic thinking and self-efficacy using Lego robotics in two types of instruction

2019 ◽  
Author(s):  
Nardie L. J. A. Fanchamps ◽  
Lou Slangen ◽  
Paul Hennissen ◽  
Marcus Specht
Keyword(s):  
Self Efficacy ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Preliminary Measurement ◽  
Grid Diagrams ◽  
Mathematical Problems ◽  
Measured Effect ◽  
Primary School Pupils ◽  
Types Of Instruction ◽  
Algorithmic Thinking

AbstractThis study investigates the development of algorithmic thinking as a part of computational thinking skills and self-efficacy of primary school pupils using programmable robots in different instruction variants. Computational thinking is defined in the context of twenty-first century skills and describes processes involved in (re)formulating a problem in a way that a computer can process it. Programming robots offers specific affordances as it can be used to develop programs following a Sense-Reason-Act (SRA) cycle. The literature provides evidence that programming robots has the potential to enhance algorithmic thinking as a component of computational thinking. Specifically there are indications that pupils who use SRA-programming learn algorithmic skills better and achieve a higher level of self-efficacy in an open, scaffold learning environment than through direct instruction. In order to determine the influence of the instruction variant used, an experimental research design was made in which pupils solved algorithm-based mathematical problems (grid diagrams) in a preliminary measurement and their self-efficacy determined via a questionnaire. As an intervention, pupils learn to solve programming issues in pairs using “Lego NXT” robots and “Mindstorms” software in two instruction variants. The post-measurement consists of a Lego challenge, solving mathematical problems (grid diagrams), and a repeated self-efficacy questionnaire. This research shows an increase of our measures on algorithmic thinking dependent on the amount of SRA usage (though not significant). Programming using the SRA-cycle can be considered as the cause of the measured effect. The instruction variant used during the robotic intervention seems to play only a marginal role.

A Block-Based Arduino Programming Platform for Developing Computational Thinking Skills for K-12 Students

2021 ◽  
Author(s):  
Binsen Qian ◽  
Harry H. Cheng
Keyword(s):  
Real World ◽  
Autonomous Vehicles ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Critical Set ◽  
Programming Students ◽  
Hands On ◽  
Block Based ◽  
K 12 ◽  
And Robotics

Abstract As a critical set of skills in the 21st century, computational thinking has attracted increasing attention in K-12 education. Microcontrollers, combined with LEDs, actuators, and a variety of sensors, provide students countless real-world projects, such as autonomous vehicles, smart homes, and robotics. By solving those projects through programming, students will not only learn computational skills but also benefit from the hands-on activities to get some experience on solving real-world problems. It makes microcontroller projects a perfect tool to develop the computational thinking skills of K-12 students. Our previous work has proposed a solution for higher graders to program Arduino through Ch, a C/C++ interpreter. It is necessary, however, to develop a platform for lower graders (K-6) since most of them do not have the ability to type through the keyboard. This paper extends our previous work such that students can program Arduino on RoboBlockly, a block-based programming platform. In the paper, we will present two case studies to demonstrate how to build blocks to control the Arduino board and what concepts students will learn from those projects. In addition, the proposed platform also provides an interactive way of transitioning students from the block-based program to a text-based program in Ch.

scholarly journals The Effect of Algorithm Education on Students’ Computer Programming Self-Efficacy Perceptions and Computational Thinking Skills

2020 ◽  
Vol 3 (3) ◽  
pp. 19-32
Author(s):  
PINAR MIHCI Türker ◽  
Ferhat Kadir Pala
Keyword(s):  
Self Efficacy ◽  
Teacher Candidates ◽  
Computer Programming ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Rank Test ◽  
Signed Rank ◽  
Algorithmic Problems ◽  
Signed Rank Test ◽  
Algorithmic Thinking

In this study, the effect of algorithm education on teacher candidates’ computational thinking skills and computer programming self-efficacy perceptions were examined. In the study, one group pretest posttest experimental design was employed. The participants consisted of 24 (14 males and 10 females) teacher candidates, majoring in Computer Education and Instructional Technology (CEIT). In order to determine the teacher candidates’ computer programming self-efficacy perceptions, the Computer Programming Self-Efficacy Scale was used, whereas Computational Thinking Skills Scale was used to determine their computational thinking skills. The Wilcoxon Signed-Rank Test was used to analyze the differences between pretest and posttest scores of students' computer programming self-efficacy perceptions and computational thinking skills. Throughout the practices, 10 different algorithmic problems were presented to the students each week, and they were asked to solve these problems using flow chart. For 13 weeks, 130 different algorithmic problems were solved. Algorithm education positively and significantly increased students' simple programming tasks, complex programming tasks and programming self-efficacy perceptions. On the other hand, algorithm education had a positive and significant effect only on students’ algorithmic thinking sub-dimension but did not have any effect on other sub-dimensions and computational thinking skills in general.  

scholarly journals Simulador de Robótica Educativa para la promoción del Pensamiento Computacional

2020 ◽  
Vol 20 (63) ◽  
Author(s):  
Cristian Manuel Ángel-Díaz ◽  
Eduardo Segredo ◽  
Rafael Arnay ◽  
Coromoto León
Keyword(s):  
Educational Institution ◽  
Computational Thinking ◽  
Software Tool ◽  
Thinking Skills ◽  
Visual Programming ◽  
Free Software ◽  
Different Types ◽  
Block Based ◽  
Visual Programming Language ◽  
Algorithmic Thinking

Este trabajo presenta una herramienta Web libre y gratuita que facilita a cualquier centro educativo la enseñanza de conceptos básicos sobre robótica y programación y que, al mismo tiempo, permite desarrollar habilidades relacionadas con el pensamiento computacional: descomposición, abstracción, reconocimiento de patrones y pensamiento algorítmico. Dicha herramienta permite diseñar y personalizar un robot a través del uso de distintos tipos de sensores. Tras su creación, dicho robot se podrá poner a prueba en un entorno de simulación mediante distintos retos. En dicho entorno podremos definir el comportamiento del robot por medio de un lenguaje de programación visual basado en bloques. Dichos bloques permiten definir las acciones a llevar a cabo por el robot en función de la información recogida por los sensores con el objetivo de superar los desafíos propuestos. This work presents a free software tool that facilitates the teaching of basic robotics and programming concepts at any educational institution. At the same time, it allows the development of computational thinking skills to be carried out: decomposition, abstraction, pattern recognition and algorithmic thinking. This tool allows the design and configuration of a robot through the specification of different types of sensors. After designing the robot, its behaviour can be simulated by means of different challenges proposed to the user. This behaviour is defined through a block-based visual programming language. Blocks allow actions that the robot has to perform based on the information gathered by the different sensors to be defined in order to pass a challenge.

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.

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