Computational thinking embedded in engineering design: capturing computational thinking of children in an informal engineering design activity (original) (raw)
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In his research, Hynes explores the use of engineering to integrate academic subjects in K-12 classrooms. Specific research interests include design metacognition among learners of all ages; the knowledge base for teaching K-12 STEM through engineering; the relationships among the attitudes, beliefs, motivation, cognitive skills, and engineering skills of K-16 engineering learners; and teaching engineering.
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Building Computational Thinkers, a three-year research study, explored how educators and designers can most effectively support the development of computational thinking capacity, and how these learning experiences could be customized to meet the needs of different learners. This research study focused on three specific exhibit design approaches that conveyed problem decomposition content in The Science Behind Pixar (Pixar), a 13,000 square foot traveling exhibition about the computer science, mathematics, and science behind Pixar's innovative films. Phase One investigated how novice learners could be supported to interact with exhibits and understand problem solving strategies that tackle complex, creative challenges in computer programming. Phase Two investigated the affordances of these exhibits to build capacity, feelings of efficacy, and interest in problem decomposition content in middle and high school youth. The findings in this paper describe the types of scaffolds that can be used to support computational thinking in novice youth, as well as how a combination of exhibit approaches were found to increase youth perceptions, understanding, and beliefs of computer programming. It will also discuss how two exhibit approaches worked particularly well for engaging girls in problem decomposition content.
Computational thinking for youth in practice
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Computational thinking (CT) is a term coined by Jeannette Wing [11] to describe a set of thinking skills, habits and approaches that are integral to solving complex problems using a computer and widely applicable in the information society. Thinking computationally draws on the concepts that are fundamental to computer science, and involves systematically and effi ciently processing information and tasks. CT involves defi ning, understanding, and solving problems, reasoning at multiple levels of abstraction, understanding and applying automation, and analyzing the appropriateness of the abstractions made. CT shares elements with various other types of thinking such as algorithmic thinking, engineering thinking, design thinking, and mathematical thinking. As such, CT draws on a rich legacy of related frameworks as it extends previous thinking skills. This paper aims to help computing and STEM (science, technology, engineering and mathematics) educators understand computational thinking (what it looks like "in practice", how it connects with their existing curriculum, and how to nurture computational thinking in today's youth) by sharing rich examples from National Science Foundation funded Innovative Technology Experiences for Students and Teachers (ITEST), Academies for Young Scientists (AYS) and Research and Evaluation on Education in Science and Engineering (REESE) programs. The examples provide a lens through which one can consider the implications for learning and teaching computational thinking in grades K through 12.
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Educators and policy makers have increasingly recognized the importance of computational thinking (CT). Despite the growing body of CT literature, how to cultivate CT is still underexplored and undertheorized in early childhood education. Informed by Piaget's Theory of Cognitive Development, this exploratory study was conducted with a focus on three CT skills: pattern recognition, sequencing, and algorithm design. The framework for the study was developed in two stages. First, we designed two sets of unplugged activities (relying on tangible materials), aiming to (1) provide students with more concrete experiences of CT and (2) equip them with the necessary vocabularies/instructions for the subsequent plugged activity (with a digital device). The theoretical foundation for such an unplugged and plugged design comprised Piaget's Theory of Cognitive Development and Asher's Total Physical Response. In the second stage, we offered our CT course in a kindergarten in Hong Kong, involving six teacher participants and a total of 11 students from K1 to K3 (aged 3 to 6). After 10 h of CT training, almost all students demonstrated their mastery of pattern recognition and sequencing. However, the K1 students could only partially complete the tasks of algorithm design while the others generally reached the target level of achievement. Strengthening preschoolers' training on CT language and differentiated instruction are some possible strategies to improve the CT instructions.
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Technology and smart devices have become ubiquitous staples in every aspect of human life. Given the rise of computation in everyday life, introducing technology to early childhood students requires exposure to logical thinking and problem-solving skills throughout programming approaches or computational thinking. This research addresses an inquiry into a comprehensive elaboration of early childhood computational thinking development. A novel programming toy was introduced as an educational tool based on designated themes in accordance with early-childhood education curricula. Five stages were administered to reveal parent and children engagement in robotics activities and later interview children cognitive development from parents' perspective. Children were seen exploring various ways by concentrating and paying attention, doing the given activities, and expressing their excitement and happiness. The notion that children learning from their social network environment highligh...
Exploring the evolution of two girls’ conceptions and practices in computational thinking in science
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As the definition of computational thinking (CT) in education continues to evolve, researchers have investigated the integration of CT in K-12 learning contexts and students' perceptions and development of CT in these integrated learning experiences. Drawing on prior work, this study explored the evolution of two elementary school girls' conceptions and practices of CT in science as they participated in a four-week CT-integrated science unit at a summer camp using the Dash robot and the Blockly app. Three CT concepts: loops, sequences, and conditionals, were integrated into a unit on the reproduction cycle of flowerless plants. Observations, participant drawings, and analysis of Blockly code revealed that the children improved in their CT practices. In addition, the CT-integrated science unit developed for this study successfully engaged both participants, even when one expressed a low interest in science. The study suggested that defining computing vocabulary, using checkpoint activities with immediate and corrective feedback, and scaffolding of coding concepts with unplugged activities were particularly necessary in promoting CT and the integration of CT and science education in an elementary-level informal learning context.
Science and Children, 2020
Computational thinking has been taught in elementary classrooms in other countries for many years, but in the United States this has only been a focus recently due to the drastic shortage of computer scientists. Early exposure to computational thinking has been shown to motivate students to pursue STEM careers, especially computer science (Jin, Haynie, and Kearns 2016). De- spite this recent focus on teaching computational thinking in the early grades, many U.S. teachers still lack innovative pedagogical approaches to deliver these concepts. Computational thinking at the elementary level is of- ten taught using pre-assembled devices or virtual simulations/games programmed via drag and drop software (e.g., Scratch, Hour of Code). More engaging approaches that encourage inquiry and creativity when teaching computer science concepts are needed in U.S. elementary classrooms (Jin et al. 2016). In this article we present a design challenge focused on teach- ing third- and fourth-grade students computational thinking skills based on a scenario from a children’s book. The nature of this lesson lends itself to be modified for other grade levels or contexts to integrate literacy and computational thinking through authentic engineering design scenarios.
Promoting Computational Thinking in children Using Apps
2017 ASEE Annual Conference & Exposition Proceedings
Hoda is a Ph.D. student in the School of Engineering Education, Purdue. She received her B.S. in mechanical engineering in Iran, and obtained her M.S. in Childhood Education and New York teaching certification from City College of New York (CUNY-CCNY). She is now a graduate research assistant on STEM+C project. Her research interests include designing informal setting for engineering learning, and promoting engineering thinking in differently abled students in informal and formal settings.