Sucre4Stem: A K-12 Educational Tool for Integrating Computational Thinking and Programming Across Multidisciplinary Disciplines

IF 2.1 2区工程技术 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

IEEE Transactions on Education Pub Date : 2024-07-29 DOI:10.1109/TE.2024.3422666

Sergio Trilles;Aida Monfort-Muriach;Enrique Cueto-Rubio;Carmen López-Girona;Carlos Granell

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引用次数: 0

Abstract

This article discusses the latest developments of the Sucre4Stem tool, as part of the Sucre initiative, which aims to promote interest in computational thinking and programming skills in K-12 students. The tool follows the Internet of Things approach and consists of two prominent components: 1) SucreCore and 2) SucreCode. SucreCore incorporates an advanced microcontroller packaged in a more compact design and enables wireless connectivity. SucreCode, the block-based visual programming tool, supports two different sets of blocks depending on the education grade, and facilitates wireless communication with SucreCore. At the educational level, Sucre4Stem fosters new group dynamics and encourages students to experiment real-world projects by promoting the “programming to learn” approach to concepts from other disciplines as opposed to the strategy widely applied in schools of “learning to program” in isolation.

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Sucre4Stem：跨学科整合计算思维和编程的 K-12 教育工具

本文讨论了Sucre4Stem工具的最新发展，作为Sucre计划的一部分，旨在提高K-12学生对计算思维和编程技能的兴趣。该工具遵循物联网方法，由两个重要组件组成：1)SucreCore和2)succrecode。SucreCore采用先进的微控制器封装在更紧凑的设计中，并支持无线连接。SucreCode是一种基于块的可视化编程工具，根据教育等级支持两套不同的块，并便于与SucreCore进行无线通信。在教育层面，Sucre4Stem培养了新的团队动力，并鼓励学生通过推广“编程学习”方法来学习其他学科的概念，而不是在学校广泛应用的“学习编程”策略，从而尝试现实世界的项目。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

IEEE Transactions on Education 工程技术-工程：电子与电气

CiteScore

5.80

自引率

7.70%

发文量

审稿时长

1 months

期刊介绍： The IEEE Transactions on Education (ToE) publishes significant and original scholarly contributions to education in electrical and electronics engineering, computer engineering, computer science, and other fields within the scope of interest of IEEE. Contributions must address discovery, integration, and/or application of knowledge in education in these fields. Articles must support contributions and assertions with compelling evidence and provide explicit, transparent descriptions of the processes through which the evidence is collected, analyzed, and interpreted. While characteristics of compelling evidence cannot be described to address every conceivable situation, generally assessment of the work being reported must go beyond student self-report and attitudinal data.