scholarly journals Information organization via computational thinking: case study in a primary school classroom

2020 ◽  
Author(s):  
Simone A. C. Cavalheiro ◽  
Ana M. Pernas ◽  
Marilton S. De Aguiar ◽  
Luciana Foss ◽  
André Du Bois ◽  
...  
Keyword(s):  
Problem Solving ◽  
Primary School ◽  
Fourth Graders ◽  
Computational Thinking ◽  
Logical Reasoning ◽  
Information Organization ◽  
Technological Innovations ◽  
Sorting Algorithms ◽  
School Classroom

Technological innovations have changed the profile of professionals required by economy sectors demanding skills related to problem solving and logical reasoning. Concurrently with this reality, Computational Thinking emerges as a methodology for solving problems, which is able to develop many of these skills. This article reports the experience in applying the activities referred as Binary Numbers, Color by Numbers, Sorting Algorithms and Battleships, which aims at developing some of necessary skills for the practice of Computational Thinking by fourth-graders. The article resumes the activities, and evaluates the obtained results.

Developing Computational Thinking Using Lego Education WeDo at 4th Grade of Primary Education

2021 ◽  
pp. 298-316
Author(s):  
Ana María Pinto-Llorente
Keyword(s):  
Problem Solving ◽  
Social Science ◽  
Primary Education ◽  
Creative Thinking ◽  
Computational Thinking ◽  
Semantic Differential ◽  
Structured Interview ◽  
Case Study Method ◽  
Positive Perspective

The research was carried out at the School Santísima Trinidad in the framework of robotics education and social science. The aims of the study were to determine participants' perceptions about the effectiveness of the experience to meet the learning objective, to construct and programme robotics models, and to help pupils to become familiar with computational concepts and practices. Based on these goals, it employed a case study method in which were involved a teacher and 52 students of the fourth grade of primary education. The instruments used to collect data were a questionnaire, a semantic differential, a semi-structured interview, and a monitoring guide. The findings suggested participants' positive perspective towards the project to achieve the objectives and contents of the unit; acquire the skills of critical thinking, creative thinking, problem solving; apply their knowledge to real-world problems; and become familiar with some mechanical movements and with a set of computational concepts.

A Case Study Into the Effects of Implementing Web-Based Instructional Technology in a Primary School Classroom in Trinidad and Tobago

2021 ◽  
pp. 73-90
Author(s):  
Gena Mae Mohammed
Keyword(s):  
Primary School ◽  
Trinidad And Tobago ◽  
Student Behavior ◽  
Successful Implementation ◽  
Information Communication ◽  
Web Based ◽  
Technological Infrastructure ◽  
The Public ◽  
School Classroom

Redesigning teaching for the 21st century in Trinidad and Tobago involves several mechanisms to be put in place to ensure our students are equipped with competencies and skills to lead a sustainable life. One such mechanism is the implementation of computer and web-based technologies in the public primary school classroom. Traditionally, computers are not used within the classroom for learning; neither are computing nor Information Communication Technology (ICT) taught as subject areas. The case study presented in this chapter explores the effects of implementing web-based technology into classroom instruction. Specifically, it was implemented into the Language Arts classroom to help students to develop grammar skills in their writing tasks. The research found three effects: 1) an established technological infrastructure needs to be in place for successful implementation, 2) the role of technology on student learning, and 3) the influence of technology on student behavior in the classroom.

scholarly journals How do Teachers Apply Computational Thinking Activities in Elementary School? From Continuing Education to the classroom

2020 ◽  
Vol 3 (1) ◽  
pp. 50
Author(s):  
Suéllen Rodolfo Martinelli ◽  
Luciana Martinez Zaina ◽  
Tiemi Christine Sakata
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Continuing Education ◽  
Teaching Strategies ◽  
School Children ◽  
Classroom Practices ◽  
Computational Thinking ◽  
Primary School Children ◽  
Common Base

INTRODUCTION: There is no consensus of what skills can be developed from the learning of Computation Thinking (CT). However, teachers and researchers agreed that by the learning of CT individuals can acquire and expand many abilities. Courses have been carried out in Brazil and in other countries with the aim of motivating teachers on adding CT to classroom practices. OBJECTIVE: This article to present a case study that investigated the feasibility of introducing activities of CT for primary school children. Such activities were created and mediated by the teachers of Primary School. METHOD: First, a continuing education course about Computational Thinking was conducted with the participation of 14 teachers. The participants could understand the fundamentals of CT, and consequently, became able to planning and conducting CT activities by themselves in their classrooms. After, we analyzed the data gathered during the course under the quantitative and qualitative lenses. RESULTS: The results showed that the participants had a degree of agreement between 56% and 71% regarding the understanding and applicability of CT to developing skills in Primary School. The qualitative findings revealed that the participants could prepare activities that linked CT to topics presented in the subjects of Primary School. Besides, we could identify three patterns of shaping the activities in which this "computational think" were incorporated. CONCLUSION: Practices to stimulate the CT in students are mediated by using different teaching strategies as such Gamification and Culture Maker. These activities also enable the development of skills related to the National Curricular Common Base

scholarly journals The Effect of Robotics-Based Storytelling Activities on Primary School Students’ Computational Thinking

2021 ◽  
Vol 12 (1) ◽  
pp. 10
Author(s):  
Karin Tengler ◽  
Oliver Kastner-Hauler ◽  
Barbara Sabitzer ◽  
Zsolt Lavicza
Keyword(s):  
Primary School ◽  
Fourth Graders ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Educational Robotics ◽  
School Students ◽  
Technological Environment ◽  
Primary School Teachers ◽  
Post Test

Robotics is needed as education keeps up with challenges students are facing in a technological environment. A long-term research project focuses on developing a feasible robotics-based learning environment that enables primary school teachers to introduce computer science education. This paper shows educational robotics combining storytelling to promote computational thinking through the method of Tell, Draw, and Code. The study was conducted via pre–post test, using the Beginners Computational Thinking test (BCTt), with third and fourth graders (N = 40) to determine if the integration of robotics-based storytelling activities enhances computational thinking skills. Results show that an increase in computational thinking is evident after the intervention is implemented. The approach of combining stories, texts, and literature with educational robotics seems to be a promising concept to equip students with the required skills.

scholarly journals Teaching computational thinking in primary schools: Worldwide trends and teachers’ attitudes

2021 ◽  
pp. 33-33
Author(s):  
Valentina Dagienė ◽  
Tatjana Jevsikova ◽  
Gabrielė Stupurienė ◽  
Anita Juskevicienė
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Computational Thinking ◽  
Early Years ◽  
Learning System ◽  
Policy Makers ◽  
Primary School Teachers ◽  
E Learning ◽  
Teachers Attitudes

Computational thinking (CT) as one of the 21st century skills enters early years education. This paper aims to study the worldwide tendencies of teaching CT through computing in primary education and primary school teachers? understanding of CT. A survey of 52 countries has been performed and complemented by a qualitative study of 15 countries. In order to identify teachers? understanding-level of CT and its integration approach in the class activities, a case study of 110 in-service teachers from 6 countries has been performed. The implications of the research results may be useful for primary school educators, educational initiatives, government authorities, policy makers, e-learning system and content developers dealing with support for teachers aiming to improve their CT professional development qualification.

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