整合计算思维与数据科学:以建模分类游戏为例

IF 2.1 Q1 EDUCATION & EDUCATIONAL RESEARCH
M. Grizioti, C. Kynigos
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引用次数: 1

摘要

尽管在理解和处理跨多个领域的复杂问题时,处理数据与编码一样重要,但在计算思维的背景下,它却很少受到关注。本文讨论了一种方法,通过使用和研究分类作为连接两者的高阶思维过程来弥合计算思维与数据科学之间的差距。为了实现这一目标,我们设计并开发了一个名为SorBET的在线建构主义游戏工具,该工具集成了编码和数据库设计,使学生能够通过游戏和游戏设计来解释、组织和分析数据。本文介绍并讨论了一项试点研究的结果,该研究旨在调查中学生通过玩和修改冰沙游戏而发展的数据实践,并确定游戏修改对学生批判性参与CT的影响。根据结果,学生发展和使用一定的数据实践,如数据解释和数据模型设计,以成为更好的玩家或设计一个有趣的分类游戏。此外,游戏建模过程激发了学生对原始游戏内容的质疑,使他们对游戏数据模型和表示形成了批判的立场。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Integrating Computational Thinking and Data Science: The Case of Modding Classification Games
Even though working with data is as important as coding for understanding and dealing with complex problems across multiple fields, it has received very little attention in the context of Computational Thinking. This paper discusses an approach for bridging the gap between Computational Thinking with Data Science by employing and studying classification as a higher-order thinking process that connects the two. To achieve that, we designed and developed an online constructionist gaming tool called SorBET which integrates coding and database design enabling students to interpret, organize, and analyze data through game play and game design. The paper presents and discusses the results of a pilot study that aimed to investigate the data practices secondary students develop through playing and modifying SorBET games, and to determine the impact of game modding on student critical engagement with CT. According to the results, students developed and used certain data practices such as data interpretation and data model design to become better players or to design an interesting classification game. Moreover, game modding process motivated students to question the original games’ content, leading them to develop a critical stance towards the game data model and representations.
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来源期刊
Informatics in Education
Informatics in Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.10
自引率
3.70%
发文量
20
审稿时长
20 weeks
期刊介绍: INFORMATICS IN EDUCATION publishes original articles about theoretical, experimental and methodological studies in the fields of informatics (computer science) education and educational applications of information technology, ranging from primary to tertiary education. Multidisciplinary research studies that enhance our understanding of how theoretical and technological innovations translate into educational practice are most welcome. We are particularly interested in work at boundaries, both the boundaries of informatics and of education. The topics covered by INFORMATICS IN EDUCATION will range across diverse aspects of informatics (computer science) education research including: empirical studies, including composing different approaches to teach various subjects, studying availability of various concepts at a given age, measuring knowledge transfer and skills developed, addressing gender issues, etc. statistical research on big data related to informatics (computer science) activities including e.g. research on assessment, online teaching, competitions, etc. educational engineering focusing mainly on developing high quality original teaching sequences of different informatics (computer science) topics that offer new, successful ways for knowledge transfer and development of computational thinking machine learning of student''s behavior including the use of information technology to observe students in the learning process and discovering clusters of their working design and evaluation of educational tools that apply information technology in novel ways.
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