scholarly journals Az informatikai gondolkodással kapcsolatos vélekedések az Eszterházy Károly Egyetem osztatlan informatikatanár szakos hallgatói körében

2020 ◽  
Author(s):  
Zoltán Csernai
Keyword(s):  
Prospective Teachers ◽  
Comprehensive Evaluation ◽  
Computational Thinking ◽  
Basic Program ◽  
The European Union ◽  
Simulation Games ◽  
Empirical Examination ◽  
Engineering Mathematics ◽  
Teacher Training Programs ◽  
Algorithmic Thinking

The idea of Computational Thinking (CT) functions as an umbrella term impacting the STEM (Science, Technology, Engineering, Mathematics) areas. The concept entails algorithmic thinking, problem solving, programming instruction, and the application of simulation games. My three phase inquiry utilises a combined research paradigm facilitates research, development, and innovation. In an earlier stage of my research I relied on a deductive approach to explore the representations of this concept in the international arena. I analysed the manifestations of Computational Thinking in the DigComp 2.1 framework system accepted by the European Union according to set criteria and investigated the capability of Computational Thinking to facilitate a methodological shift in the education profession by the application of modern digital solutions via the Complex Basic Program. In the second and current stage of my research I turn to the combined paradigm method (Sántha, 2014) to perform an empirical examination focusing on Computational Thinking-related opinions of students enrolled in undivided Informatics teacher training programs at the Eszterházy Károly University. This attitude survey utilizes a self-developed questionnaire along with interviews. The survey aims to obtain a comprehensive evaluation of prospective teachers’ views on the given theme. Based upon the respective results, in the next stage of my research I will introduce various tools and programs facilitating the development of algorithmic thinking.

scholarly journals Using Simulated Parent-Teacher Talks to Assess and Improve Prospective Teachers’ Counseling Competence

2016 ◽  
Vol 5 (2) ◽  
pp. 285 ◽  
Author(s):  
Mara Gerich ◽  
Bernhard Schmitz
Keyword(s):  
Teacher Preparation ◽  
Parental Involvement ◽  
Prospective Teachers ◽  
Repeated Measures ◽  
Training Programs ◽  
Assessment Instrument ◽  
Counseling Competence ◽  
Teacher Professionalization ◽  
Teacher Training Programs ◽  
Quasi Experimental

<p>In research on parental involvement and teacher professionalization, counseling parents on the support of their children’s learning processes is considered to be an increasingly important competence area of teachers. However, to date little research has been conducted on the development of appropriate approaches to the assessment of teachers’ counseling competence. The current study describes the validation of a behavior-based instrument for the assessment of teachers’ counseling competence including counseling talk simulations with standardized parents as well as the examination of its suitability as an intervention for the improvement of participants’ counseling competence. The validation was carried out within the framework of a longitudinal quasi-experimental study with 51 prospective teachers. Multivariate repeated measures MANOVAs revealed the suitability of the counseling talk simulations both as an assessment instrument and an intervention. Results provide numerous implications for teacher preparation and continuing education, for example, the use of the counseling talk simulations as a didactical tool within the framework of teacher training programs.</p>

How do Bebras Tasks Explore Algorithmic Thinking Skill in a Computational Thinking Contest?

2021 ◽  
Author(s):  
Ana Liz Souto Oliveira ◽  
Wilkerson L. Andrade ◽  
Dalton D. Serey Guerrero ◽  
Monilly Ramos Araujo Melo
Keyword(s):  
Computational Thinking ◽  
Thinking Skill ◽  
Algorithmic Thinking

Assessing Algorithmic Thinking Skills in Early Childhood Education

2020 ◽  
pp. 104-139
Author(s):  
Kalliopi Kanaki ◽  
Michail Kalogiannakis ◽  
Dimitrios Stamovlasis
Keyword(s):  
Latent Class ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Theory And Practice ◽  
Second Grade ◽  
Environmental Study ◽  
Assessment Instruments ◽  
School Students ◽  
Skill Levels ◽  
Algorithmic Thinking

This chapter presents part of a wider project aimed at developing computational thinking assessment instruments for first and second grade primary school students. The applicability of the specific proposed tool, which concerns merely the algorithmic thinking (AT), was tested within the Environmental Study course (ESc). The main pillar of the work is the computational environment PhysGramming. The assessment of AT was based on mental tasks involving puzzles which require AT abilities. The AT test comprised of four puzzles with 4, 6, 9, and 12 pieces respectively, and the puzzle-solving performance was measured at the nominal level (success/failure). Latent class analysis (LCA), a robust multivariate method for categorical data, was implemented, which distinguished two clusters/latent classes corresponding to two distinct levels of AT. Moreover, LCA with covariates, such as gender, grade, achievement in ESc, and the use of plan revealed the association of the above variables with the AT skill-levels. Finally, the results and their implications for theory and practice are discussed.

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.

Strategy of Green Design on Intelligent Energy-Saving Product under Eco-Design Requirements for Energy-Using Product (EuP)

2013 ◽  
Vol 311 ◽  
pp. 398-403
Author(s):  
Jui Che Tu ◽  
Yu Chen Huang ◽  
Chuan Ying Hsu ◽  
Tung Che Wu
Keyword(s):  
Energy Saving ◽  
Product Design ◽  
Intelligent System ◽  
Comprehensive Evaluation ◽  
Design Strategy ◽  
Green Design ◽  
The European Union ◽  
Analytic Hierarchy ◽  
Design Requirements ◽  
Industry Needs

With the threat of global warming nowadays in the 21st century, the European Union has set the standard “Eco-Design Requirements for Energy-using Product(EuP)” for controlling the development of consumptive electronic machinery and products. Therefore, the trend of green design sees the instruction of EuP as the main direction for energy-saving. Considering the factors, undergoing the comprehensive evaluation and development process, the industry needs to draw up the corresponding design strategy in response to the new situation. Therefore, to optimize the green design strategy, the designers can replace hardware with the intelligent system to develop more optimal energy-saving products. Following the ecological instructions of energy-saving of EuP as direction, this study combined the advantage of the intelligent system and green design in order to optimize strategy of green design on intelligent energy-saving product under eco-design requirements for energy-using product (EuP). The evaluation factors were included in the strategies of intelligent energy-saving product design by analyzing the product users’ cognition, needs, habit and etc. Furthermore, through the Fuzzy Analytic Hierarchy Process (FAHP), the priority and the important factors of green design were analyzed. By examining the green design strategy on energy-using product, industry needs to think the energy-saving conditions and the key factors on deciding process. Eventually, the efficiency of product design for environment can be fulfilled successfully.

Simulation games on the European Union in civics: Effects on secondary school pupils’ political competence

2016 ◽  
Vol 15 (3) ◽  
pp. 227-243 ◽  
Author(s):  
Monika Oberle ◽  
Johanna Leunig
Keyword(s):  
European Union ◽  
Content Knowledge ◽  
Political Action ◽  
Political Interest ◽  
Learning Tools ◽  
Willingness To Participate ◽  
The European Union ◽  
Lower Saxony ◽  
Simulation Games ◽  
Learning Factor

Civics courses strive to promote students’ political competencies, which according to the model of Detjen et al. incorporate content knowledge, abilities to make political judgements and take political action, as well as motivational skills and attitudes. For achieving these goals, high hopes are placed on active learning tools such as political simulations. Looking at positive expectations generally placed on simulation games, they seem very suitable for addressing key problems of teaching about European Union identified earlier. However, simulation games have also been regarded as demanding and time-consuming, with the ‘fun-factor’ outweighing the ‘learning factor’. There is a profound lack of systematically won empirical evidence for such positive and negative expectations. This study addresses this research deficit, focusing on the effects of short European Union simulation games of the decision-making of the European Parliament on pupils and their political competence controlling for different background variables (e.g. gender, cultural capital, pre-knowledge, political interest). Data were collected from 2013 to 2016 in secondary schools of Lower Saxony and North Rhine-Westphalia (N = 308; average age = 16.75 years) using partly standardised questionnaires accompanied by interviews. The intervention study (pre–post design) focuses on the competency dimensions content knowledge, motivation (political interest, self-efficacy), volition (willingness to participate politically) and attitudes (e.g., perceived responsiveness of European Union and perceived relevance of European Union for everyday life).

scholarly journals Perception of Prospective Teachers about Practices of Sustainable Competencies Learned During PreService Teachers Program

2017 ◽  
Vol II (I) ◽  
pp. 448-466
Author(s):  
Ambreen Siddique ◽  
Muhammad Anwer ◽  
Huma Lodhi
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Prospective Teachers ◽  
Teacher Education Program ◽  
Sampling Technique ◽  
Teaching Profession ◽  
Teacher Competencies ◽  
Teachers Perceptions ◽  
Significant Difference ◽  
Teacher Training Programs

The quality of teachers and teaching depends on prospective teacher education programs which have been enthusiastic to gain competencies among teachers. Therefore, to attain essential teacher competencies during teacher training programs has great meaning to prepare prospective teachers for the teaching profession. This research focused to explore the pre-service teachers perceptions about practices of competencies they learned during the teacher education program. Through survey research data was collected from B.Ed. Hons student through an instrument. A convenient sampling technique was employed. The result of data shows no significant difference in competencies practices on basis of gender and sector, the only significant difference was seen in in-service teacher competencies, where in-service show high mean score in particular competencies practices as compared to the pre-service teacher. Researchers should focus on these variables and plan their orientations according to the perceived lack of prospective teachers.

scholarly journals Reflecting on Computational Thinking Studies for High School Education

2019 ◽  
Vol 4 (2) ◽  
pp. 243
Author(s):  
Debby Erce Sondakh
Keyword(s):  
High School ◽  
Soft Skills ◽  
Computational Thinking ◽  
School Education ◽  
High School Education ◽  
Algorithmic Thinking

Berpikir komputasional telah diakui sebagai suatu kebutuhan dalam menyelesaikan masalah yang kompleks. Beberapa penelitian telah dilakukan untuk memperkenalkan keterampilan ini ke semua tingkat pendidikan. Penelitian ini bertujuan untuk meninjau penelitian tentang berpikir komputasi pada tingkat sekolah menengah. Khususnya, penelitian ini mengkaji domain penelitian, mengidentifikasi metode-metode untuk memperkenalkan berpikir komputasional, serta konsep-konsep berpikir komputasional yang diajarkan kepada pelajar. Tinjauan literatur sistematik dilakukan untuk mencapai tujuan tersebut. Hasil penelitian menunjukkan: penelitian berpikir komputasional mencakup kajian teori, pengembangan kurikulum, pengukuran, dan pengembangan alat. Kajian teori ditujukan untuk memformulasikan konsep. Selain keterampilan teknis, soft-skills telah dinyatakan sebagai elemen berpikir komputasional. Namun, perhatian untuk melibatkan soft-skills dalam penelitian masih kurang. Sebagian besar penelitian difokuskan pada integrasi berpikir komptasional ke dalam kurikulum. Coding menjadi metode yang paling banyak digunakan untuk mengajarkan berpikir komputasional. Sehingga, algorithmic thinking dan abstraction muncul sebagai keterampilan yang paling sering diajarkan atau diukur. Akhirnya, penelitian ini menggarisbawahi adanya kesenjangan untuk dikaji lebih lanjut yaitu berkaitan dengan pengukuran keterampilan berpikir komputasional dan untuk menyertakan soft-skills pada penelitian berpikir komputasional. Kata Kunci—Berpikir komputasional, Sekolah menengah, Penyelesaian masalah

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