A Collaborative Learning Framework for Computational Thinking Development through Game Programming

Ângelo Magno De Jesus,Ismar Frango Silveira

doi:10.15388/infedu.2022.14

Abstract

The Computational Thinking (CT) teaching approach allows students to practice problem-solving in a way that they can use the Computer Science mindset. In this sense, Collaborative Learning has a lot to contribute to educational activities involving the CT. This article presents the design and evaluation of a Collaborative Learning framework for the development of CT skills in students. To design the proposed strategy, several fundamental features of the Collaborative Learning concept of the literature have been studied and sketched. The strategy was applied to middle school students through a digital games programming workshop. Data were collected by three means: (1) collecting artifacts produced during activities; (2) recording of game programming sessions; and (3) applying a structured interview to students. The data analysis showed evidence that the strategy was able to mobilize Computational Thinking skills in addition to mobilizing collaborative skills in learners.

Highlights

Computer Science (CS) and the use of computers have shown over the years as a promising means for empowering science and education
Similar reasoning can be applied to students who have proposed a greater number of New Idea (NI)/New Procedure (NP)‘s. In general, these students achieved a high InDegree score, which indicates that these students received constant feedback from their colleagues
This study proposed a Collaborative Learning framework for the development of Computational Thinking (CT) through digital game programming activities

Summary

Introduction

Computer Science (CS) and the use of computers have shown over the years as a promising means for empowering science and education. According to Papert (1980), computers may affect the way people think and learn. In this sense, computers can be vehicles of powerful ideas and the seeds of cultural change. Educators need to apply a constructivist vision to these learning activities In this context, Computational Thinking (CT) has a lot to contribute. CT is seen as a problem-solving approach so that the solution can be implemented on a computer (Barr and Stephenson, 2011). In this way, teaching activities based on CT should use and develop in students a set of CS skills

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Conclusion