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Productive Failure-based Programming Course to Develop Computational Thinking and Creative Problem-Solving Skills in a Korean Elementary School 在韩国小学开设基于失败的生产性编程课程，培养计算思维和创造性解决问题的能力
IF 2.7
Informatics in Education Pub Date : 2024-06-06 DOI: 10.15388/infedu.2024.14
Dagyeom Lee, Youngjun Lee
{"title":"Productive Failure-based Programming Course to Develop Computational Thinking and Creative Problem-Solving Skills in a Korean Elementary School","authors":"Dagyeom Lee, Youngjun Lee","doi":"10.15388/infedu.2024.14","DOIUrl":"https://doi.org/10.15388/infedu.2024.14","url":null,"abstract":"As our society has advanced in the era of digital transformation, education has been transformed from knowledge-centered to competency-centered to solve future problems in the light of unpredictable changes and events in our lives. Programming education provides the basic knowledge needed, and fosters higher-order thinking skills in the process of generating and converging ideas to solve problems. However, in Korean elementary schools, it is mostly based on a lecture-based instructional design and focuses on knowledge delivery, which has limited the educational effects of programming. However, productive failure (PF) focuses on learning concepts in authentic problems, and lets the students generate different solutions and discuss them in an acceptable environment, with the result that they fail to solve the problem. Therefore, this study developed a PF-based educational program and tested it on sixth-grade students in a Korean elementary school. The results showed that the computational thinking (CT) and creative problem-solving (CPS) skills of the experimental group were significantly greater than those of the control group, with a medium effect size for CT and a high effect size for CPS skills. To generalize the results and increase the applicability, follow-up studies should expand the subject of the study, develop specific teaching guidelines for teachers, and invent various learning problems appropriate to the students’ level and different domains of learning.","PeriodicalId":45270,"journal":{"name":"Informatics in Education","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141375964","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Number of program builds: Another criterium for assessing difficulty of a programming task? 程序构建次数：评估编程任务难度的另一个标准？
IF 2.7
Informatics in Education Pub Date : 2024-05-14 DOI: 10.15388/infedu.2024.23
Václav Dobiáš, Václav Šimandl, Jiří Vaníček
{"title":"Number of program builds: Another criterium for assessing difficulty of a programming task?","authors":"Václav Dobiáš, Václav Šimandl, Jiří Vaníček","doi":"10.15388/infedu.2024.23","DOIUrl":"https://doi.org/10.15388/infedu.2024.23","url":null,"abstract":"The paper discusses an alternative method of assessing the difficulty of pupils’ programming tasks to determine their age appropriateness. Building a program takes the form of its successive iterations. Thus, it is possible to monitor the number of times such a program was built by the solver. The variance of the number of program builds can be considered as a criterion of the difficulty of the task. We seek to verify whether this variance is the greatest in the age group for which the task is most suitable. We created several series of programming tasks and offered them to 87000 pupils from 4th to 13th grade. For each task, we compared the optimal age group determined by the variance of the number of program builds method with the group determined by the correct answer ratio method. A strong correlation was observed in traditional microworlds Karel the Robot and Turtle. A moderate correlation was achieved in the new microworld Movie.","PeriodicalId":45270,"journal":{"name":"Informatics in Education","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2024-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140979496","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
“Hear” and “Play” Students Misconceptions on Concurrent Programming using Sonic Pi 用 Sonic Pi "听 "和 "玩 "学生对并行编程的误解
IF 2.7
Informatics in Education Pub Date : 2024-04-24 DOI: 10.15388/infedu.2024.22
Daniele Traversaro, Giorgio Delzanno, Giovanna Guerrini
{"title":"“Hear” and “Play” Students Misconceptions on Concurrent Programming using Sonic Pi","authors":"Daniele Traversaro, Giorgio Delzanno, Giovanna Guerrini","doi":"10.15388/infedu.2024.22","DOIUrl":"https://doi.org/10.15388/infedu.2024.22","url":null,"abstract":"Concurrency is a complex to learn topic that is becoming more and more relevant, such that many undergraduate Computer Science curricula are introducing it in introductory programming courses. This paper investigates the combined use of Sonic Pi and Team-Based Learning to mitigate the difficulties in early exposure to concurrency. Sonic Pi, a domain-specific music language, provides great support for “playing” with concurrency and “hearing” common problems such as data races and lack of synchronization among different concurrent threads. More specifically, the paper focuses on students’ misconceptions regarding concurrency in Sonic Pi, and compares them to those arising in traditional concurrent programming languages. In addition, it preliminarily explores knowledge transfer from Sonic Pi to C/C++. The approach has been applied in two teaching experiments with undergraduate students in our University involving 184 participants. Our investigations bring out the need to address misconceptions through targeted interventions for a clear understanding of concurrent programming concepts. Sonic Pi’s simplified abstraction and domain-specific flavor has demonstrated to be effective, especially for first-year students.","PeriodicalId":45270,"journal":{"name":"Informatics in Education","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2024-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140665327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Relationships between middle school students’ digital literacy skills, computer programming self-efficacy, and computational thinking self-efficacy 中学生数字素养技能、计算机编程自我效能感和计算思维自我效能感之间的关系
IF 2.7
Informatics in Education Pub Date : 2024-04-22 DOI: 10.15388/infedu.2024.20
Muhammed Murat Gümüş, Volkan Kukul, Özgen Korkmaz
{"title":"Relationships between middle school students’ digital literacy skills, computer programming self-efficacy, and computational thinking self-efficacy","authors":"Muhammed Murat Gümüş, Volkan Kukul, Özgen Korkmaz","doi":"10.15388/infedu.2024.20","DOIUrl":"https://doi.org/10.15388/infedu.2024.20","url":null,"abstract":"This study aims to explain the relationships between secondary school students' digital literacy, computer programming self-efficacy and computational thinking self-efficacy. The study group consists of 204 secondary school students. A relational survey model was used in the research method and three different data collection tools were used to collect data. The structural equation model was used in data analysis to reveal a model that explains and predicts the relationships between variables. According to the results of the research, it was determined that digital literacy of secondary school students affected their computer programming self-efficacy, digital literacy affected their computational thinking self-efficacy, and computer programming self-efficacy affected their computational thinking self-efficacy. It was also found that digital literacy skills have an indirect effect on secondary students' computational thinking self-efficacy on computational thinking self-efficacy.","PeriodicalId":45270,"journal":{"name":"Informatics in Education","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140677472","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Simulating Similarities to Maintain Academic Integrity in Programming 模拟相似性以维护编程学术诚信
IF 2.7
Informatics in Education Pub Date : 2024-04-22 DOI: 10.15388/infedu.2024.21
Oscar Karnalim
{"title":"Simulating Similarities to Maintain Academic Integrity in Programming","authors":"Oscar Karnalim","doi":"10.15388/infedu.2024.21","DOIUrl":"https://doi.org/10.15388/infedu.2024.21","url":null,"abstract":"Programming students need to be informed about plagiarism and collusion. Hence, we developed an assessment submission system to remind students about the matter. Each submission will be compared to others and any similarities that do not seem a result of coincidence will be reported along with their possible reasons. The system also employs gamification to promote early and unique submissions. Nevertheless, the system might put unnecessary pressure as coincidental similarities can still be reported. Further, it does not specifically cover self-plagiarism. We revisit the system and shift our focus to report simulated similarities from student own submission instead of reporting actual similarities across submissions. According to our evaluation with 390 students and five quasi-experiments, students with simulated similarities are slightly more aware of plagiarism and collusion, self-plagiarism in particular. Their awareness of the matter is somewhat acceptable (around 75%) and they see the benefits of our assessment submission system.","PeriodicalId":45270,"journal":{"name":"Informatics in Education","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140677590","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Empowering Students for the Data-Driven World: A Qualitative Study of the Relevance of Learning about Data-Driven Technologies 让学生适应数据驱动的世界：关于学习数据驱动技术相关性的定性研究
IF 2.7
Informatics in Education Pub Date : 2024-04-22 DOI: 10.15388/infedu.2024.19
Lukas Höper, Carsten Schulte
{"title":"Empowering Students for the Data-Driven World: A Qualitative Study of the Relevance of Learning about Data-Driven Technologies","authors":"Lukas Höper, Carsten Schulte","doi":"10.15388/infedu.2024.19","DOIUrl":"https://doi.org/10.15388/infedu.2024.19","url":null,"abstract":"In K-12 computing education, there is a need to identify and teach concepts that are relevant to understanding machine learning technologies. Studies of teaching approaches often evaluate whether students have learned the concepts. However, scant research has examined whether such concepts support understanding digital artefacts from everyday life and developing agency in a digital world. This paper presents a qualitative study that explores students’ perspectives on the relevance of learning concepts of data-driven technologies for navigating the digital world. The underlying approach of the study is data awareness, which aims to support students in understanding and reflecting on such technologies to develop agency in a data-driven world. This approach teaches students an explanatory model encompassing several concepts of the role of data in data-driven technologies. We developed an intervention and conducted retrospective interviews with students. Findings from the analysis of the interviews indicate that students can analyse and understand data-driven technologies from their everyday lives according to the central role of data. In addition, students’ answers revealed four areas of how learning about data-driven technologies becomes relevant to them. The paper concludes with a preliminary model suggesting how computing education can make concepts of data-driven technologies meaningful for students to understand and navigate the digital world.","PeriodicalId":45270,"journal":{"name":"Informatics in Education","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140677793","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Creative programming in architecture: a computational thinking approach 建筑中的创意编程：计算思维方法
IF 2.7
Informatics in Education Pub Date : 2024-03-12 DOI: 10.15388/infedu.2024.18
Patricia Domínguez-Gómez, Flavio Celis
{"title":"Creative programming in architecture: a computational thinking approach","authors":"Patricia Domínguez-Gómez, Flavio Celis","doi":"10.15388/infedu.2024.18","DOIUrl":"https://doi.org/10.15388/infedu.2024.18","url":null,"abstract":"The creative programming language Processing can be used as a generative architectural design tool, which allows the designer to write design instructions (algorithms) and compute them, obtaining graphical outputs of great interest. This contribution addresses the inclusion of this language in the architecture curriculum, within the context of digital culture and alternative approaches to how digital tools are used and learned. It studies the different processes related to Computational Thinking that are triggered in the prototyping of computer applications and that lead to creativity. The similarity between architectural design and programming is analysed, both in problem solving (abstraction, decomposition, iterative revisions -debugging-, etc.) and in the use of mechanisms of a digital nature (loops, randomness, etc.). The results of the design and testing of a pilot course are shown, in which the way of teaching, learning and using this programming language is based on the graphical representation of problems through sketches.","PeriodicalId":45270,"journal":{"name":"Informatics in Education","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140249001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Analysis and Evaluation of a Searchable Exercise Repository for Training Java Programming 分析和评估用于培训 Java 编程的可搜索习题库
IF 2.7
Informatics in Education Pub Date : 2024-03-12 DOI: 10.15388/infedu.2024.17
Arjan J. F. Kok, Lex Bijlsma, C. Huizing, R. Kuiper, H. Passier
{"title":"Analysis and Evaluation of a Searchable Exercise Repository for Training Java Programming","authors":"Arjan J. F. Kok, Lex Bijlsma, C. Huizing, R. Kuiper, H. Passier","doi":"10.15388/infedu.2024.17","DOIUrl":"https://doi.org/10.15388/infedu.2024.17","url":null,"abstract":"This paper presents the first experiences of the use of an online open-source repository with programming exercises. The repository is independent of any specific teaching approach. Students can search for and select an exercise that trains the programming concepts that they want to train and that only uses the programming concepts they already know. Then, they can submit their solutions and get automatic feedback from the system. We analyzed quantitatively how students used the system by inspecting the logged actions of the students using the system. We also did a qualitative analysis by interviews, to find out how the students appreciated the use of the repository and to get feedback for improvements. We focused on how students select exercises as finding the exercise that fulfills the training needs of a student is the innovative part of our repository.","PeriodicalId":45270,"journal":{"name":"Informatics in Education","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140248742","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Pedagogical framework for cultivating children's data agency and creative abilities in the age of AI 人工智能时代培养儿童数据代理和创造能力的教学框架
IF 2.7
Informatics in Education Pub Date : 2024-01-26 DOI: 10.15388/infedu.2024.15
J. Kahila, Henriikka Vartiainen, M. Tedre, Eetu Arkko, Anssi Lin, Nicolas Pope, I. Jormanainen, Teemu Valtonen
{"title":"Pedagogical framework for cultivating children's data agency and creative abilities in the age of AI","authors":"J. Kahila, Henriikka Vartiainen, M. Tedre, Eetu Arkko, Anssi Lin, Nicolas Pope, I. Jormanainen, Teemu Valtonen","doi":"10.15388/infedu.2024.15","DOIUrl":"https://doi.org/10.15388/infedu.2024.15","url":null,"abstract":"The integration of artificial intelligence (AI) topics into K–12 school curricula is a relatively new but crucial challenge faced by education systems worldwide. Attempts to address this challenge are hindered by a serious lack of curriculum materials and tools to aid teachers in teaching AI. This article introduces the theoretical foundations and design principles for implementing co-design projects in AI education, empirically tested in 12 Finnish classrooms. The article describes a project where 4th- and 7th-graders (N = 213) explored the basics of AI by creating their own AI-driven applications. Additionally, a framework for distributed scaffolding is presented, aiming to foster children's agency, understanding, creativity, and ethical awareness in the age of AI.","PeriodicalId":45270,"journal":{"name":"Informatics in Education","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2024-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139594024","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Perceptions of Primary School Teachers on Interdisciplinary Computational Thinking Skills Training 小学教师对跨学科计算思维能力培训的看法
IF 2.7
Informatics in Education Pub Date : 2023-12-08 DOI: 10.15388/infedu.2024.16
Serap Çimşir, Filiz Kalelioğlu, Yasemin Gülbahar
{"title":"Perceptions of Primary School Teachers on Interdisciplinary Computational Thinking Skills Training","authors":"Serap Çimşir, Filiz Kalelioğlu, Yasemin Gülbahar","doi":"10.15388/infedu.2024.16","DOIUrl":"https://doi.org/10.15388/infedu.2024.16","url":null,"abstract":"This study aims to examine the impact of interdisciplinary computational thinking (CT) skills training on primary school teachers’ perceptions of CT skills. The sample of the study consisted of 30 primary school teachers in Istanbul. In this study, where quantitative and qualitative methods were used together, qualitative data were obtained from the teacher identification form. Quantitative data were obtained from the scale for CT skills. After the pre-test was applied to the study group, “CT Skills Training” was applied. During the training, the basic concepts of CT skills and the subskills were covered theoretically and practically. From the quantitative data, the education applied was determined to have had a positive effect on the primary school teachers' perceptions of CT skills. From the qualitative data, it was determined that the participants had a positive opinion about the applied training and thought that they gained skills related to CT.","PeriodicalId":45270,"journal":{"name":"Informatics in Education","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138589234","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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