scholarly journals On Teaching Programming Fundamentals and Computational Thinking with Educational Robotics: A Didactic Experience with Pre-Service Teachers

2020 ◽  
Vol 10 (9) ◽  
pp. 214 ◽  
Author(s):  
João Piedade ◽  
Nuno Dorotea ◽  
Ana Pedro ◽  
João Filipe Matos
Keyword(s):  
Computational Thinking ◽  
Thinking Skills ◽  
Significant Finding ◽  
Self Confidence ◽  
Design Learning ◽  
Science Technology ◽  
Learning Scenarios ◽  
And Mathematics ◽  
The Impact

This study aims to analyze how pre-service informatics teachers design learning scenarios with robotics to teach programming fundamentals and to promote computational thinking skills. A descriptive and exploratory case study design was implemented with 26 pre-service informatics teachers. Data were collected from the participants using qualitative and quantitative instruments. The main results pointed out the affordances and possibilities of the use of learning scenarios with robotics to teach programming fundamentals and to promote computational thinking skills as well as a strong path to promote the application of contents of the other Science, Technology, Engineering, Arts and Mathematics (STEAM) areas. Another significant finding was the impact of the didactic experience on the level of interest and self-confidence of the pre-service teachers in using robotics for teaching purposes. The results showed the importance of these didactics experiences to the pre-service teachers preparation and to apply the pedagogic approaches they have learned in theory in practical activities and to transfer this knowledge to new pedagogical situations and problems.

Computational Expression

2021 ◽  
pp. 134-156
Author(s):  
Amanda L. Strawhacker ◽  
Amanda A. Sullivan
Keyword(s):  
Stem Education ◽  
Visual Arts ◽  
21St Century ◽  
Fine Arts ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Pedagogical Approach ◽  
The Past ◽  
Science Technology ◽  
And Mathematics

In the past two decades, STEM education has been slowly replaced by “STEAM,” which refers to learning that integrates science, technology, engineering, arts, and mathematics. The added “Arts” portion of this pedagogical approach, although an important step towards integrated 21st century learning, has long confused policymakers, with definitions ranging from visual arts to humanities to art education and more. The authors take the position that Arts can be broadly interpreted to mean any approach that brings interpretive and expressive perspectives to STEM activities. In this chapter, they present illustrative cases inspired by work in real learning settings that showcase how STEAM concepts and computational thinking skills can support children's engagement in cultural, performing, and fine arts, including painting, sculpture, architecture, poetry, music, dance, and drama.

Teaching programming and mathematics in practice: A case study from a Swedish primary school

2019 ◽  
Vol 18 (4) ◽  
pp. 483-496
Author(s):  
Henrik Stigberg ◽  
Susanne Stigberg
Keyword(s):  
Mathematics Education ◽  
Primary School ◽  
Computational Thinking ◽  
Thinking Skills ◽  
First Semester ◽  
Elementary School Education ◽  
And Mathematics ◽  
Ninth Grade Students ◽  
The Relationship

Programming and computational thinking have emerged as compulsory skills in elementary school education. In 2018, Sweden has integrated programming in mathematics education with the rationale that it fosters problem solving and logical thinking skills and motivates students to learn mathematics. We investigated how teachers introduce programming in mathematics education in a Swedish primary school using an explorative case study. We followed four mathematics teachers during the first semester in which programming was mandatory. They taught second-, sixth- and ninth-grade students. Our contributions are threefold: we provide an account of how programming is taught in mathematics education; we discuss how teachers reflect on the challenge of teaching programming in mathematics; and we report on students’ understanding of programming and their view on the relationship between programming and mathematics.

scholarly journals Gains and Losses in Virtual Mentorship: A Descriptive Case Study of Undergraduate Mentees and Graduate Mentors in STEM Research during the COVID-19 Pandemic

2021 ◽  
Vol 20 (2) ◽  
pp. ar14
Author(s):  
Julie E. Speer ◽  
Max Lyon ◽  
Julia Johnson
Keyword(s):  
Research Productivity ◽  
Descriptive Case Study ◽  
Virtual Mentoring ◽  
Science Technology ◽  
Abrupt Shift ◽  
And Mathematics ◽  
Gains And Losses ◽  
The Impact ◽  
Future Plans

The onset of the COVID-19 pandemic required an abrupt shift in how science, technology, engineering, and mathematics (STEM) research was conducted. Many undergraduate mentees and graduate mentors were forced to move into virtual mentoring. This study discusses changes in mentoring methods, research productivity, and the impact on the future plans of both mentors and mentees across six STEM departments.

Trends in International Mathematics and Science Study and gendered math teaching in Kuwait

2017 ◽  
Vol 15 (3) ◽  
pp. 327-340 ◽  
Author(s):  
Fatimah Ahmad ◽  
Heather Greenhalgh-Spencer
Keyword(s):  
Education Research ◽  
Math Education ◽  
Math Performance ◽  
Science Study ◽  
Science Technology ◽  
Women And Girls ◽  
Math Teaching ◽  
And Mathematics ◽  
Mathematics And Science

This paper argues for a more complex literature around gender and math performance. In order to argue for this complexity, we present a small portion of data from a case study examining the performance of Kuwaiti students on the Trends in International Mathematics and Science Study and on Kuwait national math tests. Westernized discourses suggest that girls have a harder time in math classes; these discourses frame and are reified by prominent literature and practices within the field of math education research that suggest that women and girls need help in order to reach their potential in math. These Westernized discourses stand in contrast to the discourses in Kuwait that normalize women and girls as outperforming boys in all subjects – including all science, technology, engineering and mathematics subjects. As our study shows, the reality is more complex. And, while the reality is more complex, we yet lack the discourses to understand this complexity.

scholarly journals Knowledge Level and Self-Confidence on The Computational Thinking Skills Among Science Teacher Candidates

2019 ◽  
Vol 8 (1) ◽  
pp. 117-126
Author(s):  
Titik Rahayu ◽  
Kamisah Osman
Keyword(s):  
Science Teacher ◽  
Science Teachers ◽  
Quantitative Study ◽  
Teacher Candidates ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Self Confidence ◽  
Qualitative Approaches ◽  
Data Collecting ◽  
Level Of Knowledge

The trending topic in today's education is computational thinking skills which are used to help to solve complicated problems easier. This study aims to identify the level of knowledge and self-confidence of science teacher candidates (physics and biology) on computational thinking skills. The survey research design was used through a mixed-method approach by combining quantitative and qualitative approaches. The quantitative study involved 1016 randomly selected groups of science teachers whilein the qualitative study, eight science teachers were chosen based on the scores obtained from the quantitative study. The questionnaire was used as a quantitative data collecting technique to analyze descriptive statistics. Then, an interview was used as the qualitative data collecting technique and was analyzed through theme creation. The findings show that science teacher candidates have a high level of knowledge and self-confidence. The implication of this study is very important for teacher candidates because computational thinking can help to facilitate problems solving in everyday life. Teacher candidates need to be given knowledge and understanding of computational thinking skills, to have readiness and self-confidence in facing the challenges of the learning in the 21st-century

scholarly journals Colonial Values and Asylum Care in Brazil: Reclaiming the Streets Through Carnival in Rio de Janeiro

2020 ◽  
pp. 155-161
Author(s):  
Julia Evangelista ◽  
William A. Fulford
Keyword(s):  
Local Community ◽  
Well Being ◽  
Colonial History ◽  
Self Confidence ◽  
History Of ◽  
The Impact ◽  
Mental Well Being ◽  
The City

AbstractThis chapter shows how carnival has been used to counter the impact of Brazil’s colonial history on its asylums and perceptions of madness. Colonisation of Brazil by Portugal in the nineteenth century led to a process of Europeanisation that was associated with dismissal of non-European customs and values as “mad” and sequestration of the poor from the streets into asylums. Bringing together the work of the two authors, the chapter describes through a case study how a carnival project, Loucura Suburbana (Suburban Madness), in which patients in both long- and short-term asylum care play leading roles, has enabled them to “reclaim the streets,” and re-establish their right to the city as valid producers of culture on their own terms. In the process, entrenched stigmas associated with having a history of mental illness in a local community are challenged, and sense of identity and self-confidence can be rebuilt, thus contributing to long-term improvements in mental well-being. Further illustrative materials are available including photographs and video clips.

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