Computational thinking programming and robotics as strategy to promote 21st century competencies
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This document discusses computational thinking, programming, and robotics as strategies to promote 21st century skills. It provides background on computational thinking from seminal thinkers like Seymour Papert. Computational thinking dimensions discussed include algorithms, pattern recognition, decomposition, abstraction, and debugging. Examples are given of block-based programming and robotics projects. A pedagogical experience is described where student teachers developed learning scenarios using robots. The scenarios promoted computational thinking skills and programming concepts. Results showed scenarios developed skills like decomposition and algorithms. Designing scenarios with robots aligned with constructionist principles and helped student teachers transfer knowledge.
Computational thinking programming and robotics as strategy to promote 21st century competencies
- 1. Institute of Education of Lisbon University jmpiedade@ie.ulisboa.pt João Piedade COMPUTATIONAL THINKING, PROGRAMMING AND ROBOTICS AS STRATEGY TO PROMOTE 21st CENTURY COMPETENCIES AND SKILLS Institute of Education of Lisbon University aipedro@ie.ulisboa.pt Ana Pedro
- 3. Papert, Seymour (1980). Mindstorms – children, computers and powerfull ideas. NY: Basic Books. Papert, Seymour (1994). The Children Machine - Rethinking School in the Age of the Computers . Common Paperback. COMPUTATIONAL THINKING
- 4. Seymor Papert with one of his Turtles “Objects to think (and create) with” “Children Teaching Computers” “Children should be programming the computer (or other artifacts) rather than being programmed by it” Construcionism COMPUTATIONAL THINKING
- 5. COMPUTATIONAL THINKING Based in the turtles robots of William Grey Walter Instruções básicas em LOGO Papert, 1967
- 6. COMPUTATIONAL THINKING Seymour Papert 1980 Jannet Wing 2006 Mitchel Resnick and Karen Brennan CT is about “solving problems, designing systems, and understanding human behavior, by drawing on the concepts fundamental to computer science” and “is using abstraction and decomposition when attacking a large complex task or designing a large complex system” CT “helps us think about learning with Scratch, and, in turn, we believe that programming with Scratch provides a context and set of opportunities for contributing to the active conversations about computational thinking” “Children should program the computer (or other objects and artifacts) rather than being programmed or controlled by it” “Object to think with” 2012
- 7. ALGORITHMS Design a sequence of instructions to solve a problem. 4 PATTERN RECOGNTION Recognizing a pattern, or similar characteristics helps break down the problem and also build a construct as a path for the solution. Find a set of patterns or similar characteristics that can be generalized. 3 1 PROBLEMS IDENTIFICATION / DECOMPOSITION To solve problems we need to make choices about to do and how. Decomposition is about breaking problems down into small parts in order to make it easier to solve. ABSTRACTION Process of taking away or removing characteristics from something in order to reduce it to a set of essential characteristics. 2 COMPUTATIONAL THINKING DIMENSIONS DEBUGGING A step-by-step analysis of the problem solution. 5
- 9. COMPUTATIONAL THINKING OFFLINE ACTIVITIES https://csunplugged.org/en/
- 10. 01 02 03 Simple Portfolio Presentation Block-based programming and robotics, with a well-designed pedagogical activities, can promote a strong path for developing computational skills and prepare pupils for computer science education, and also for life. COMPUTATIONAL THINKING, BLOCK-BASED PROGRAMMING AND ROBOTICS During the learning process of programming a robot or interacting with robots, pupils applying CT concepts such as abstraction, decomposition, pattern recognition, logical thinking and debugging. Additionally, pupil’s achievements and outcomes of their computational practices are connected to the problem definition and decomposition, the algorithm designed, the testing and debugging programs and the robot performance solving the problem.
- 13. BLOCK- BASED MUSIC EXAMPLE https://blockly.games/music?lang=en&level=10#ccobp5
- 14. Dr. SCRATCH
- 15. BLOCK-BASED PROGRAMMING AND ROBOTICS
- 16. BLOCK-BASED PROGRAMMING AND ROBOTICS
- 17. A Pedagogical Experience The syllabus of this subject is organized in three core topics: (i) Initiatives related to ICT and computer science in the curriculum in national and international contexts; (ii) Computational Thinking and Programming in basic education; and (iii) Tangible Programming and Robotics. Didactics of Informatics I The pedagogic experience took place in curricular unity of Didactics of Informatics I of the Master in Teaching Informatics. This subject (with 6 ECTS) is the first of five subjects in didactics and, in the first semester, it takes place in a face-to-face session of three hours during about 12 weeks.
- 18. Student-teachers 9 11 students-teachers of the Master in Teaching Informatics who attended the course of Didactics of informatics, in the first semester of the 2018/19 school year All students have a previous bachelor’s degree in computer science and are attending this master program in order to become teachers in primary and secondary schools, as it is mandatory for teachers in Portugal to hold a Master in Teaching. Students (2018/2019) 2
- 19. Pedagogical Activity AIMS Lead student-teachers to explore the programming of tangible objects – such as robots, drones and mobile devices – as pedagogic strategies to promote the development of computational thinking skills and the learning of basic programming concepts TASK I Analysis of the core characteristics and pedagogic potentialities of different types of robots (developed in groups); TASK II Design and implementation of a learning scenario including robots as mediating tools to teach computer science concepts to the primary and/or secondary pupils. In this task each group should choose one of 5th to 9th grade class curriculum, define a multidisciplinary problem to solve and design a learning scenario with the robots that were analyzed in task 1. TIMELINE Both tasks were implemented for five weeks and at the end of this period each group of students presented to the class the learning scenario, the physical models of the scenarios with robots in action and the algorithms and programs to solve the problems.
- 21. LEARNING SCENARIOS https://www.youtube.com/channel/UCNI9GDVf_H6zSqo7jiVluBg/videos
- 22. LEARNING SCENARIOS “Intelligent Forest “Walk through the Forest”
- 23. Learning Scenarios with Robots
- 24. Results Problem Identification P+ P+ Problem Decomposition P++ P+ Abstraction P P Logical Thinking P+ P Patterns Recognition P Algorithms P++ P+ Debugging P+ P+ Walk Through the ForestIntelligent Forest P, P+ and P++ represent the growing degree of presence of each dimension in each scenario as it was observed. COMPUTATIONAL THINKING
- 25. Results Algorithm P++ P+ Sequences P++ P+ Input/ Output Operations P++ P+ Arithmetic, Relational and Logical Operators P++ P Variables and Constants P+ P Conditional Structures and Loops P++ P Procedures P+ Parallelism P Synchronism P Test & Debugging P++ P+ Walk Through the ForestIntelligent Forest PROGRAMMING CONCEPTS
- 26. Critical thinking P++ P+ Creativity P+ P Collaboration P++ P+ Communication P++ P+ Information literacy P+ P Media literacy Technology literacy P+ P Flexibility P+ P Leadership P P Initiative P+ P Productivity P++ P Social skills P P Walk Through the ForestIntelligent Forest21ST COMPETENCIES 21st CENTURY COMPETENCIES
- 27. TO CONCLUDE 01 02 03 04 Regarding the main goal of this study – the effect that learning scenarios can had on the development of computational thinking skills – the results showed that learning scenarios may developed six of the seven Computational Thinking Patterns analysed as well as applied several programming concepts. Through the learning process of constructing and programming a robot to solve a problem, students applying computational thinking patterns as abstraction, decomposition, logical thinking, pattern recognition, design algorithms and debugging. Design learning scenarios with robots are aligned with Paper´s constructionism principles and the idea of use robot as objects to think with. When student-teachers are involved in the planning, designing and implementing of learning scenarios with robots and thinking about the solutions, they rethink all the possible pedagogic approaches that they learned in theory and transfers the knowledge they learned to new situations and problems.
- 28. COMPUTER SCIENCE ACROSS THE CURICULUM ISTE Standards for Computer Science Educators Ana Pedro | João Filipe Matos | João Piedade | Nuno Dorotea Instituto de Educação da Universidade de Lisboa
- 29. Computational Thinking Digital Technologies Algorithms and Programming Robotics Computational Thinking, Progamming and Robotics: A Strategy to Learn S T E A M L H G …
- 30. Research Examples Ching, Y.H., Hsu, Y.C. & Baldwin, S. (2018). Developing Computational Thinking with Educational Technologies for Young Learners. TechTrends, nº 62, 563. https://doi.org/10.1007/s11528-018- 0292-7. Durak, H., Yilmaz, F. & Yilmaz, R. (2019). Computational Thinking, Programming Self-Efficacy, Problem Solving and Experiences in the Programming Process Conducted with Robotic Activities. Contemporary Educational Technology, 10(2), pp. 173-197. https://doi.org/10.30935/cet.554493 Piedade, J., Dorotea, N., Sampaio, F. & Pedro, A. (2019). A Cross-analysis of Block-based and Visual Programming Apps with Computer Science Student-Teachers. Educ. Sci. 9, nº. 3: 181. https://doi.org/10.3390/educsci9030181.
- 31. Literature Review Cutumisu, M., Adams, C. & Lu, C. (2019). A Scoping Review of Empirical Research on Recent Computational Thinking Assessments. Journal of Science Education and Technology. https://doi.org/10.1007/s10956-019-09799-3 LeChen, Z. & Jalal, N. (2019). A systematic review of learning computational thinking through Scratch in K-9. Computers & Education, 141. https://doi.org/10.1016/j.compedu.2019.103607 Hickmott, D. & Prieto-Rodriguez, E. & Holmes, K. (2018). A Scoping Review of Studies on Computational Thinking in K–12 Mathematics Classrooms. Digital Experiences in Mathematics Education, 4(1), 448-69. https://doi.org/10.1007/s40751-017-0038-8