scholarly journals Coding as Literacy in Preschool: A Case Study

2021 ◽  
Vol 11 (5) ◽  
pp. 198
Author(s):  
Ana Francisca Monteiro ◽  
Maribel Miranda-Pinto ◽  
António José Osório
Keyword(s):  
Elementary Education ◽  
Developmentally Appropriate ◽  
Computational Thinking ◽  
School Subject ◽  
New Literacy ◽  
Computational Approaches ◽  
Knowledge Domains ◽  
And Robotics ◽  
Initial Framework

Coding is increasingly recognized as a new literacy that should be encouraged at a young age. This understanding has recontextualized computer science as a compulsory school subject and has informed several developmentally appropriate approaches to computation, including for preschool children. This study focuses on the introduction of three approaches to computation in preschool (3–6 years), specifically computational thinking, programming, and robotics, from a cross-curricular perspective. This paper presents preliminary findings from one of the case studies currently being developed as part of project KML II—Laboratory of Technologies and Learning of Programming and Robotics for Preschool and Elementary School. The purpose of the KML II project is to characterize how approaches to computation can be integrated into preschool and elementary education, across different knowledge domains. The conclusions point to “expression and communication” as an initial framework for computational approaches in preschool, but also to multidisciplinary and more creative methodological activities that offer greater scope for the development of digital and computational competences, as well as for personal and social development.

Drama in Education Reaching Beyond the “Art Form or Teaching Tool” Dichotomy

2018 ◽  
Vol 5 (3) ◽  
pp. 70-77
Author(s):  
Irina Lešnik
Keyword(s):  
Elementary Education ◽  
Social Issues ◽  
Drama In Education ◽  
History Curriculum ◽  
Art Form ◽  
Creative Solutions ◽  
Theatre Pedagogy ◽  
Emotional Level

Abstract In the following article we try to re-evaluate, the place drama occupies in contemporary elementary education. By limiting the role of drama to literature studies and theatre productions, we lose a greater potential Theatre Pedagogy has to offer to a much broader educational spectrum. The participatory practices of Theatre and Drama in Education (TiE, DiE) promote active learning, based on a most organic children’s activity - play. While students co-create the fictional world of drama, teacher's guidance is crucial in setting new challenges, encouraging students to find creative solutions and reflect on often-complex social issues. Because of its art component, drama challenges the participants on a cognitive as well as emotional level, becoming a truly transformational experience. As such, Drama in Education is especially useful when approaching sensitive and controversial topics. This thesis is presented on a case study observing Year 6 students at St’ Michael’s CE Academy in Birmingham, UK, using Drama in Education method as part of History curriculum.

Communications and Robotics Simulation in UAVs: A Case Study on Aerial Synthetic Aperture Antennas

2021 ◽  
Vol 59 (1) ◽  
pp. 22-27
Author(s):  
Miguel Calvo-Fullana ◽  
Alexander Pyattaev ◽  
Daniel Mox ◽  
Sergey Andreev ◽  
Alejandro Ribeiro
Keyword(s):  
Synthetic Aperture ◽  
Aperture Antennas ◽  
And Robotics

scholarly journals Teacher Perspectives on Teaching the STEM Approach to Educational Coding and Robotics in Primary Education

2021 ◽  
Vol 11 (2) ◽  
pp. 64
Author(s):  
Christian García-Carrillo ◽  
Ileana María Greca ◽  
María Fernández-Hawrylak
Keyword(s):  
Primary Education ◽  
Classroom Practice ◽  
Integrated Approach ◽  
Practical Training ◽  
Training Process ◽  
Integrated Stem ◽  
Teaching Learning ◽  
And Robotics ◽  
Insight Into

An analysis is presented in this study that provides insight into a practical training process and its impact on teachers and their viewpoints toward the integrated STEM approach used in that training process, together with educational coding and robotics, over the first years of compulsory primary education, where STEM implementations are relatively new. A case study was developed by two teachers following the practical training course, including pre- and post-interviews and nonparticipative observation of their classroom practices during the teacher-training sessions. The results revealed the positive perspectives that the teachers held toward the STEM-integrated approach and educational coding and robotics, despite the difficulties that arose in classroom practice. It was concluded that the STEM approach and its methods were beneficial both to pupils and to teachers alike for improving the teaching–learning process.

See What I Mean? Analogical Objects for Knowledge Mediation in Early Phases of Cross-Industry Innovation

2021 ◽  
Author(s):  
Hilda Bø Lyng ◽  
Eric Christian Brun
Keyword(s):  
Nonverbal Communication ◽  
Visual Representations ◽  
Research Literature ◽  
Knowledge Domains ◽  
Collaborative Engagement ◽  
Epistemic Objects ◽  
Industry Sectors ◽  
Early Phases

The objective of this research is to explore the nature and role of analogies as objects for knowledge transfer in cross-industry collaborations. A case study of an organization seeking cross-industry innovation (CII) across two industry sectors was conducted, and the empirical data were analyzed qualitatively. We found that analogies used as knowledge mediation objects could be classified as explanatory or inventive, each expressed as linguistic or visual representations. Explanatory analogical objects help build prior knowledge of a foreign industry domain, thus easing later use of inventive analogical objects to identify how knowledge from one industry can be applied in another industry for innovation purposes. In these roles, the analogies serve as boundary objects. Both explanatory and inventive analogies can also serve as epistemic objects, motivating for further collaborative engagement. Visual representations of analogies help bridge the abstract with the concrete, thereby easing the process of creating analogies. They also enable nonverbal communication, thus helping bypass language barriers between knowledge domains. The reported research expands current research literature on knowledge mediation objects to the context of CII and provides added detailed understanding of the use of analogies in CII.

scholarly journals Gender and feminist considerations in Artificial Intelligence from a developing-world perspective, with India as a case study

2021 ◽  
Author(s):  
SANGHAMITRA CHOUDHURY ◽  
Shailendra Kumar
Keyword(s):  
Artificial Intelligence ◽  
Developing Countries ◽  
Developing World ◽  
Developed Countries ◽  
High Level ◽  
The Impact ◽  
The Relationship ◽  
Precarious Situation ◽  
And Robotics

<p>The relationship between women, technology manifestation, and likely prospects in the developing world is discussed in this manuscript. Using India as a case study, the paper goes on to discuss how ontology and epistemology views utilised in AI (Artificial Intelligence) and robotics will affect women's prospects in developing countries. Women in developing countries, notably in South Asia, are perceived as doing domestic work and are underrepresented in high-level professions. They are disproportionately underemployed and face prejudice in the workplace. The purpose of this study is to determine if the introduction of AI would exacerbate the already precarious situation of women in the developing world or if it would serve as a liberating force. While studies on the impact of AI on women have been undertaken in developed countries, there has been less research in developing countries. This manuscript attempts to fill that need.</p>

scholarly journals UMA ABORDAGEM CONSTRUTIVISTA NO ENSINO DE ALGORITMOS E LÓGICA DE PROGRAMAÇÃO COM O AUXÍLIO DE UMA FERRAMENTA GAMIFICADA

e-xacta ◽  
2019 ◽  
Vol 12 (1) ◽  
pp. 29
Author(s):  
Rodrigo Perlin ◽  
Ricardo Tombesi Macedo ◽  
Sidnei Renato Silveira
Keyword(s):  
Programming Languages ◽  
Learning Process ◽  
Computational Thinking ◽  
Constructivist Theory ◽  
Teaching Methodologies ◽  
Innovative Teaching ◽  
In The Beginning ◽  
Python Programming ◽  
Programming Courses

Ao analisar os esforços para apoiar os processos de ensino e de aprendizagem de algoritmos e lógica de programação, encontram-se estudos envolvendo a aplicação de diferentes ferramentas, tais como o Scratch e o Algo+. Além disso, existem trabalhos que propõem uma reorganização dos conteúdos e a aplicação de metodologias de ensino inovadoras. Nesse contexto, este artigo propõe uma abordagem para apoiar os processos de ensino e de aprendizagem de algoritmos e lógica de programação baseada na teoria construtivista, utilizando a ferramenta P.e.p.y, a qual implementa o conceito de gamificação. Para validar essa proposta, bem como a ferramenta desenvolvida, foi realizado um estudo de caso. A aplicação dos instrumentos no início e no final do estudo de caso, apontam percentuais elevados de compreensão dos conceitos de lógica de programação e da linguagem de programação Python. Os resultados apontam que a aplicação da ferramenta auxiliou os alunos a desenvolver o pensamento computacional, uma área que vem sendo estimulada pela SBC (Sociedade Brasileira de Computação) e que a abordagem proposta estimula os processos de ensino e de aprendizagem por meio da ferramenta P.e.p.y. AbstractBy analyzing efforts to support learning process applied to logic and programming courses, there are studies involving the employment of different tools, such as Scratch and Algo+. Besides, there are works proposing the content reorganization and the employment of innovative teaching methodologies. In this context, this paper proposes an approach to support algorithms learning process based on constructivist theory through the use P.e.p.y tool, which implements the gamification concept. In order to validate this proposal, as well as the implemented tool, it was performed a case study. The instruments application in the beginning and in the end of the case study indicates elevated perceptual of comprehension of logic and Python programming languages concepts. Results indicate that the tool application supported students to develop the computational thinking, a field highly stimulated by the SBC, the Brazilian Computing Society, and that the proposed approach stimulates the learning processes through the P.e.p.y tool employment. 

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