Aman Yadav

Bio: Aman Yadav is an academic researcher from Michigan State University. The author has contributed to research in topics: Computational thinking & Educational technology. The author has an hindex of 27, co-authored 108 publications receiving 3204 citations. Previous affiliations of Aman Yadav include Purdue University.

Computational thinking in compulsory education: Towards an agenda for research and practice

Abstract: Computational Thinking is considered a universal competence, which should be added to every child's analytical ability as a vital ingredient of their school learning. In this article we further elaborate on what Computational Thinking is and present examples of what needs to be taught and how. First we position Computational Thinking in Papert's work with LOGO. We then discuss challenges in defining Computational Thinking and discuss the core and peripheral aspects of a definition. After that we offer examples of how Computational Thinking can be addressed in both formal and informal educational settings. In the conclusion and discussion section an agenda for research and practice is presented.

Computational Thinking in Elementary and Secondary Teacher Education

Abstract: Computational thinking (CT) is broadly defined as the mental activity for abstracting problems and formulating solutions that can be automated. In an increasingly information-based society, CT is becoming an essential skill for everyone. To ensure that students develop this ability at the K-12 level, it is important to provide teachers with an adequate knowledge about CT and how to incorporate it into their teaching. This article describes a study on designing and introducing computational thinking modules and assessing their impact on preservice teachers’ understanding of CT concepts, as well as their attitude towards computing. Results demonstrate that introducing computational thinking into education courses can effectively influence preservice teachers’ understanding of CT concepts.

Problem-based Learning: Influence on Students' Learning in an Electrical Engineering Course

Abstract: Background Recently, there has been a shift from using lecture-based teaching methods in undergraduate engineering courses to using more learner-centered teaching approaches, such as problem-based learning. However, research on the impact of these approaches has mainly involved student perceptions of the teaching method and anecdotal and opinion pieces by faculty on their use of the teaching method, rather than empirically collected data on students' learning outcomes. Purpose (Hypothesis) This paper describes an investigation of the impact of problem-based learning (PBL) on undergraduate electrical engineering students' conceptual understanding and their perceptions of learning using PBL as compared to lecture. Design/Method Fifty-five students enrolled in an electrical engineering course at a Midwestern university participated in this research. The study utilized a within-subjects A-B-A-B research design with traditional lecture as the baseline phase and problem-based learning as the experimental phase of the study. Participants completed pre- and post-tests surrounding the four topics covered in the study and also completed a Student Assessment of Learning Gains (SALG) survey. Result Results suggested participants' learning gains from PBL were twice their gains from traditional lecture. Even though students learned more from PBL, students thought they learned more from traditional lecture. We discuss these findings and offer implications for faculty interested in implementing PBL. Conclusion Given the limited research on the beneficial effects of PBL on student learning, this study provides empirical support for PBL. We discuss findings from this study and provide specific implications for faculty and researchers interested in problem-based learning in engineering.

Computational Thinking for All: Pedagogical Approaches to Embedding 21st Century Problem Solving in K-12 Classrooms

Abstract: The recent focus on computational thinking as a key 21st century skill for all students has led to a number of curriculum initiatives to embed it in K-12 classrooms. In this paper, we discuss the key computational thinking constructs, including algorithms, abstraction, and automation. We further discuss how these ideas are related to current educational reforms, such as Common Core and Next Generation Science Standards and provide specific means that would allow teachers to embed these ideas in their K-12 classrooms, including recommendations for instructional technologists and professional development experts for infusing computational thinking into other subjects. In conclusion, we suggest that computational thinking ideas outlined in this paper are key to moving students from merely being technology-literate to using computational tools to solve problems.

Computational Thinking in Teacher Education

Abstract: Computational thinking (CT) has been offered as a cross-disciplinary set of mental skills that are drawn from the discipline of computer science. Existing literature supports the inclusion of CT within the K-12 curriculum, within multiple subjects, and from primary grades upward. The use of computers as a context for CT skills is often possible, yet care must be taken to ensure that CT is not conflated with programming or instructional technology, in general. Research had suggested that instructing preservice teachers in the use of CT can help them develop a more accurate and nuanced understandings of how it can be applied to the classroom. This chapter reports results from a study about preservice teachers’ conceptions of CT and how it can be implemented within their classrooms. Results suggested that preservice teachers with no previous exposure to CT have a surface level understanding of computational thinking. Participants largely defined CT in terms of problem-solving, logical thinking, and other types of thinking and often requiring the use of computers. The chapter offers implications for teacher educators to embed computational thinking in preservice education courses through educational technology as well as content specific methods courses.

经验与教育 = Experience and education

Abstract: Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge

Abstract: Research in the area of educational technology has often been critiqued for a lack of theoretical grounding. In this article we propose a conceptual framework for educational technology by building on Shulman’s formulation of ‘‘pedagogical content knowledge’’ and extend it to the phenomenon of teachers integrating technology into their pedagogy. This framework is the result of 5 years of work on a program of research focused on teacher professional development and faculty development in higher education. It attempts to capture some of the essential qualities of teacher knowledge required for technology integration in teaching, while addressing the complex, multifaceted, and situated nature of this knowledge. We argue, briefly, that thoughtful pedagogical uses of technology require the development of a complex, situated form of knowledge that we call Technological Pedagogical Content Knowledge (TPCK). In doing so, we posit the complex roles of, and interplay among, three main components of learning environments: content, pedagogy, and technology. We argue that this model has much to offer to discussions of technology integration at multiple levels: theoretical, pedagogical, and methodological. In this article, we describe the theory behind our framework, provide examples of our teaching approach based upon the framework, and illustrate the methodological contributions that have resulted from this work.

Qualitative research for education: An introduction to theories and methods

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Democracy and education.

Abstract: Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.