From computational thinking to coding and back
1 like526 views
The document discusses the transition from teaching coding to teaching computational thinking in schools. It argues that coding provides a setting for developing computational thinking skills like problem formulation, conditional logic, and reflection. Research shows students with programming experience score higher on cognitive tests. Recent curricula in many countries now include coding, control technology, and computational thinking. New programming environments have lowered the barriers to learning these skills. The document advocates for their inclusion in the curriculum to help bridge skills gaps and promote STEM education. It provides an example of a primary school in Antwerp that now teaches these concepts to toddlers.
![[Research
• Students having programming experience scored higher on various
cognitive ability test (reflectivity, divergent thinking…. ) compared to
students with less or no such experience (Fessasis, Gouli & Mavroudi,
2012)
• Computational thinking focuses on the process of thinking and
learning, moving beyond “what are you learning” to “how are you
learning” (Brennan & Resnick, 2012)
• …]
Dr. Koen DEPRYCK - TEEM '16 -
Salamanca 20161102
16](https://image.slidesharecdn.com/02-20161102-teem16-depryck-fromcodingtocomputationalthinkingandback-170316122530/85/From-computational-thinking-to-coding-and-back-16-320.jpg)
From computational thinking to coding and back
- 1. From Coding to Computational Thinking and Back Prof. Dr. Koen DEPRYCK Dept of Educational Sciences Vrije Universiteit Brussel & Superintendent of Education school district Antwerp TEEM ‘16 Salamanca, Spain. 2016 11 02
- 2. Down memory lane Dr. Koen DEPRYCK - TEEM '16 - Salamanca 20161102 2
- 3. Antwerp, BE Dr. Koen DEPRYCK - TEEM '16 - Salamanca 20161102 3
- 4. Helsinki, FI Dr. Koen DEPRYCK - TEEM '16 - Salamanca 20161102 4
- 5. Dr. Koen DEPRYCK - TEEM '16 - Salamanca 20161102 5
- 6. Dr. Koen DEPRYCK - TEEM '16 - Salamanca 20161102 6 VoCore2 – Open Source, Fully Customizable & Wireless Linux Computer “…. smaller than a coin. The applications of this tiny computer are virtually endless; use as a VPN gateway to secure your network, an airplay music streaming station, a private cloud to store your data, and much more. • Write code for the VoCore 2 in C, Java, Python, Ruby, JavaScript, & more to enhance its functions • Plug in a microSD card to the Ultimate Dock & create a personal cloud server • Attach a USB webcam & create a home security camera • Link to a microphone to execute voice commands like Apple Siri or Amazon Echo”
- 7. Dr. Koen DEPRYCK - TEEM '16 - Salamanca 20161102 7
- 8. Non-linear interaction Dr. Koen DEPRYCK - TEEM '16 - Salamanca 20161102 8 Research PolicyPractice
- 9. TACCLE.eu (2008) “Learning environments offer excellent opportunities for stimulating lifelong learning in both compulsory and adult education. The creation of high quality content for (personal) learning environments is essential for the successful use of e-learning. It is important to train teachers how to create such content and this is the main aim of our project: helping teachers in compulsory and adult education to develop their own e-learning materials”. • Handbook for subject teachers • training courses across Europe • selected by the European Commission as a “success story" BUT… - tools became outdated - Teachers required examples ‘closer’ to their own field 9 Dr. Koen DEPRYCK - TEEM '16 - Salamanca 20161102
- 10. TACCLE2.eu (2011) • 5 resource books • Primary education • STEM • Arts, Culture & Humanities • Technology • Core Skills 1. Communication in the mother tongue 2. Communication in foreign languages 3. STEM competences 4. Digital competences 5. Learning to learn 6. Social and civic competences 7. Cultural awareness and expression • Website: resources and community • Training courses 10 FREE Dr. Koen DEPRYCK - TEEM '16 - Salamanca 20161102
- 11. TACCLE3.eu (2015) “Many European countries are introducing computing as a core curriculum subject. Some have already done so; others are intending to. Inevitably the detail of the curricula will be different in each country but there is a substantial overlap – most of the curricula available so far include • coding/programming, • control technology and • computational thinking so we have started with these.” Dr. Koen DEPRYCK - TEEM '16 - Salamanca 20161102 11 COMPUTATIONAL THINKING CONTROL TECHNO- LOGY CODING
- 12. Coding • THEN: Learning to “program” in schools WAS often equated with learning the vocabulary and syntax of programming. “Getting the program to run correctly is the overarching objective of today’s computer programming classroom” (Pea and Kurland 1984) • TODAY: we use systems using visual blocks one can drag and drop to write programs (eg. http://code.org) Dr. Koen DEPRYCK - TEEM '16 - Salamanca 20161102 12
- 13. From coding to computational thinking Assumption: a “specific type of learning” takes place when young people are engage in programming. “Programming interactive media (for example Logo and Scratch) support the development of computational thinking among young people” Coding is arguably a setting for developing capacity for computational thinking (Brennan & Resnick, 2012) Dr. Koen DEPRYCK - TEEM '16 - Salamanca 20161102 13
- 14. Computational thinking “the thought process involved in formulating problems and their solutions so that the solutions are represented in a form that can be effectively carried out by an information-processing agent (e.g. a computer)” (Cuny, Snyder and Wing, 2010) Dr. Koen DEPRYCK - TEEM '16 - Salamanca 20161102 14
- 15. Effects of computational thinking on the learning (and working) environment required metacognitive abilities : - Connecting new information to former knowledge - Deliberately selecting thinking/learning strategies - Planning, monitoring and evaluating thinking/learning processes - Breaking down complex actions into a conditional sequence (but what about non-linear complexity?) - … Will computational competences contribute to enhancing those? How do effect sizes compare? Dr. Koen DEPRYCK - TEEM '16 - Salamanca 20161102 15
- 16. [Research • Students having programming experience scored higher on various cognitive ability test (reflectivity, divergent thinking…. ) compared to students with less or no such experience (Fessasis, Gouli & Mavroudi, 2012) • Computational thinking focuses on the process of thinking and learning, moving beyond “what are you learning” to “how are you learning” (Brennan & Resnick, 2012) • …] Dr. Koen DEPRYCK - TEEM '16 - Salamanca 20161102 16
- 17. Role of coding, control technology & computational thinking in the curriculum… • Long term investment in bridging skills gaps between societal (labour market) demands and available competencies (content, skills…) • Moving from literacy to active use • Push for competences of teachers • Positive mindset towards STEM • … • New programming environments lower the threshold Shift from ‘coding’ to ‘logical map of the desired functionality’ while generating real deliverables (apps, robotics….) Dr. Koen DEPRYCK - TEEM '16 - Salamanca 20161102 17
- 18. GO! primary school 3hoek (Antwerp) NEW: Toddlers integrating • coding/programming, • control technology and • computational thinking made the NEWS (making visible!) Dr. Koen DEPRYCK - TEEM '16 - Salamanca 20161102 18
- 19. Thank you… Contact details Prof.Dr. Koen DEPRYCK Dept. of Educational Sciences Vrije Universiteit Brussel koen.depryck@vub.ac.be Dr. Koen DEPRYCK - TEEM '16 - Salamanca 20161102 19