Figure 3 - uploaded by Lorenz Cuno Klopfenstein
Content may be subject to copyright.
Source publication
Computational thinking and coding-based problem solving are increasingly seen as crucial cross-disciplinary skills and an important part of a well-rounded education. Coding games and problem solving exercises have been growing in popularity. Many large-scale initiatives have been launched in order to bring these initiatives into classrooms, from pr...
Similar publications
This study aimed at examining the COTS (Commercial off the Shelf) games having strong potential for helping to enhance intrinsic motivation and computational thinking skills. To this end, STEAM game store was searched with the keywords of “programming, coding, computing, and algorithm”. This search yielded 1,249 games. After eliminating irrelevant...
Citations
... In the previous lesson, symbols were used, as they are also used for example on devices and remote controls: square for stop and trinagle for play are already known at age 3. It is not only symbols that are used for coding of course, and one of the most frequently used ways is certainly the use of colors, which can easily be explained to them by showing them a drawing of a traffic light. Color coding will also be used in later exercises, through the new codycolor tiles, explained in [22]: these have only one color but no interlocks. Tiles are large so they can walk on them. ...
Pedagogical Content Knowledge (PCK) is pivotal in advancing social sciences education by combining deep subject expertise with effective teaching practices. This paper explores current trends and best practices in developing and applying PCK, such as project-based learning, flipped classrooms, and service learning. It examines challenges including limited professional development, inadequate resources, and resistance to change, and identifies future directions such as leveraging advanced technology, fostering interdisciplinary approaches, and expanding community partnerships. By addressing these barriers and embracing emerging opportunities, educators can enhance instructional quality and student engagement. This study highlights the importance of continuous refinement and adaptation in teaching strategies to meet diverse student needs and prepare them for a dynamic world.
Computational thinking is one of the skills that gained attention in the 21st century. Several countries have included computational thinking in the curriculum at almost every level, from pre-school to university. There are two types of activities found when practicing computational skills in the classroom: unplugged and plugged. The most common activity found when unplugged and plugged is using a game learning environment or game-based learning. Despite many articles on the adoption of game-based learning in computational thinking skills, there may still be a deficiency of explanations for implementation at the middle school level. Therefore, the study used a literature review method that analyzed journal articles and books from trusted databases using keywords related to recent periods. This study obtained three main topics: learner as player vs. designers, teachers’ skills in a learning environment of the game, and assessment of learning. The study's findings revealed that the game activities and learning assessments used determine the computational thinking ability. Future teacher competency training, particularly computational thinking in a game-based learning environment, must be well planned.
Nowadays, technology has become dominant in the daily lives of most people around the world. Technology is present from children to older people, helping in the most diverse daily tasks and allowing accessibility. However, many times these people are just end-users, without any incentive to develop computational thinking (CT). With advances in technologies, the abstraction of coding, programming languages, and the hardware resources involved will become a reality. However, while we have not progressed to this stage, it is necessary to encourage the development of CT teaching from an early age. This work will present the state of the art concerning teaching initiatives and tools on programming, robotics, and other playful tools for the development of CT in the early ages, explicitly filling the gap of CT at the kindergarten level. We present a systematic literature review evaluating more than 60 papers from 2010 to December 2020. The paper’s amount was classified in taxonomy to show CT’s principal tools and initiates applied to children early. To conclude this paper, an extensive discussion about the future trends in this field is present.
Nowadays, technology has become dominant in the daily lives of most people around the world. From children to older people, technology is present, helping in the most diverse daily tasks and allowing accessibility. However, many times these people are just end-users, without any incentive to the development of computational thinking (CT). With advances in technologies, the abstraction of coding, programming languages, and the hardware resources involved will become a reality. However, while we have not progressed to this stage, it is necessary to encourage the development of CT teaching from an early age. This work will present state of the art concerning teaching initiatives and tools on programming (e.g., ScratchJr), robotics (e.g., KIBO), and other playful tools (e.g., Happy Maps) for the development of CT in the early ages, specifically filling the gap of CT at the kindergarten level. This survey presents a systematic review of the literature, emphasizing computational and robotic tools used in preschool classes to develop the CT. The systematic review evaluated more than 60 papers from 2010 to December 2020, electing 31 papers and adding three papers from the qualitative stage. The paper's amount was classified in taxonomy to show CT's principal tools and initiates applied to children early. To conclude this survey, an extensive discussion about the terms and authors related to this research area is present.
