Review on teaching and learning of computational thinking through programming

Several authors and studies highlight the benefits of the integration of Computer Science into K-12 education. Applications such as Scratch have been demonstrated to be effective in educational environments. The aim of this study is to assess the use of a Visual Programming Language using Scratch in classroom practice, analyzing the outcomes and attitudes of 107 primary school students from 5th to 6th grade in five different schools in Spain. The intervention takes place in two academic years analyzing the practice of integrating coding and visual blocks programming in sciences and arts. The "Computational concepts and computational practices" dimension details a quasi-experimental approach, which showed significant improvement regarding learning programming concepts, logic, and computational practices with an active approach. The "Learning processes and coding in primary education" dimension analyzes the practice of the experimental group through questionnaires and structured observation. In this pedagogical design, students interact and create their own content related to curricular areas with several advantages, such as motivation, fun, commitment, and enthusiasm, showing improvements related to computational thinking and computational practices. Understanding of computational concepts through an active approach, Project Based Learning, usefulness, motivation, and commitment underline the importance and effectiveness of implementing a Visual Programming Language from active methodologies in primary education. Due to the aforementioned benefits and positive results obtained in this research, it is recommended to implement a Visual Programming Language in educational settings in 5th and 6th grade in primary education through a cross-curricular implementation. Display Omitted We analyze the use of "Scratch" through statistical inference and case study.Pretest/posttest design (99%) Active approach and Computational Concepts.Active Learning, contents in art and History, usefulness and fun.Possibility of learning sequences, loops, parallelism and events.Project Based Learning enables an active approach, obtaining high values.

http://e-spacio.uned.es/fez/eserv/bibliuned:425-Jmsaez-0016/Saez_Lopez_Jose_M__Visual_programming_languages.pdf

Visual programming languages integrated across the curriculum in elementary school

A new way of teaching programming skills to K-12 students

Computer programming is perceived as an important competence for the development of problem solving skills in addition to logical reasoning. Hence, its integration throughout all educational levels, as well as the early ages, is considered valuable and research studies are carried out to explore the phenomenon in more detail. In light of these facts, this study is an exploratory effort to investigate the effect of Scratch programming on 5th grade primary school students' prob� lem solving skills. Moreover, the researchers wondered what 5th grade primary school students think about programming. This study was carried out in an explanatory sequential mixed methods design with the participation of 49 primary school students. According to the quantitative results, programming in Scratch platform did not cause any significant differences in the problem solving skills of the primary school students. There is only a non-significant increase in the mean of the fac � tor of "self- confidence in their problem solving ability". When the thoughts of the primary students were considered, it can be clearly stated that all the students liked programming and wanted to improve their programming. Finally, most of the students found the Scratch platform easy to use.

/pdf/the-effects-of-teaching-programming-via-scratch-on-problem-5169ar75te.pdf

The Effects of Teaching Programming via Scratch on Problem Solving Skills: A Discussion from Learners' Perspective.

The purpose of this study was to investigate how elementary school teachers with limited computer science experience in a high-need school integrated computational thinking into their instruction. The researchers conducted a cross-case analysis across different instructional contexts (e.g., general education classrooms, library, art) that included multiple observations and interviews over four months. Major themes included: (a) a wide range of implementation models emerged depending on teaching contexts, (b) ongoing professional development and embedded coaching resulted in increasing participation in computing education, (c) teachers and administrators viewed barriers to implementing computing from a problem solving framework, and (d) struggling learners, including students with disabilities and those living in poverty, benefitted from computing education that included scaffolding, modeling, and peer collaboration. After initial hesitation, teachers taught computing with support and coaching.Administrative support included freedom to take instructional risks.Teachers integrated computing into core instruction due to time constraints.Computing benefitted students at risk for academic failure.Student collaboration included teacher-promoted and student-initiated models.

Supporting all learners in school-wide computational thinking

Computer programming is considered an important competence for the development of higher-order thinking in addition to algorithmic problem solving skills. Its horizontal integration throughout all educational levels is considered worthwhile and attracts the attention of researchers. Towards this direction, an exploratory case study is presented concerning dimensions of problem solving using computer programming by 5-6 years old kindergarten children. After a short introductory experiential game the children were involved in solving a series of analogous computer programming problems, using a Logo-based environment on an Interactive White Board. The intervention was designed as a part of the structured learning activities of the kindergarten which are teacher-guided and are conducted in a whole-class social mode. The observation of the video recording of the intervention along with the analysis of teacher's interview and the researcher's notes allow for a realistic evaluation of the feasibility, the appropriateness and the learning value of integrating computer programming in such a context. The research evidence supports the view that children enjoyed the engaging learning activities and had opportunities to develop mathematical concepts, problem solving and social skills. Interesting results about children learning, difficulties, interactions, problem solving strategies and the teacher's role are reported. The study also provides proposals for the design of future research.

E. Gouli

Papers

Problem solving by 5-6 years old kindergarten children in a computer programming environment: A case study