Competências digitais e pensamento computacional: Uma discussão relacional

To date, extensive work has been devoted to incorporating computational thinking in K‐12 education. Recognizing students' computational thinking stages in game‐based learning environments is essential to capture unproductive learning and provide appropriate scaffolding. However, few reliable and valid computational thinking measures have been developed, especially in games, where computational knowledge acquisition and computational skill construction are implicit. This study introduced an innovative approach to explore students' implicit computational thinking through various explicit factors in game‐based learning, with a specific focus on Zoombinis , a logical puzzle‐based game designed to enhance students' computational thinking skills. Our results showed that factors such as duration, accuracy, number of actions and puzzle difficulty were significantly related to students' computational thinking stages, while gender and grade level were not. Besides, findings indicated gameplay performance has the potential to reveal students' computational thinking stages and skills. Effective performance (shorter duration, fewer actions and higher accuracy) indicated practical problem‐solving strategies and systematic computational thinking stages (eg, Algorithm Design ). This work helps simplify the process of implicit computational thinking assessment in games by observing the explicit factors and gameplay performance. These insights will serve to enhance the application of gamification in K‐12 computational thinking education, offering a more efficient method to understanding and fostering students' computational thinking skills. Practitioner notes What is already known about this topic Game‐based learning is a pedagogical framework for developing computational thinking in K‐12 education. Computational thinking assessment in games faces difficulties because students' knowledge acquisition and skill construction are implicit. Qualitative methods have widely been used to measure students' computational thinking skills in game‐based learning environments. What this paper adds Categorize students' computational thinking experiences into distinct stages and analyse recurrent patterns employed at each stage through sequential analysis. This approach serves as inspiration for advancing the assessment of stage‐based implicit learning with machine learning methods. Gameplay performance and puzzle difficulty significantly relate to students' computational thinking skills. Researchers and instructors can assess students' implicit computational thinking by observing their real‐time gameplay actions. High‐performing students can develop practical problem‐solving strategies and exhibit systematic computational thinking stages, while low‐performing students may need appropriate interventions to enhance their computational thinking practices. Implications for practice and/or policy Introduce a practical method with the potential for generalization across various game‐based learning to better understand learning processes by analysing significant correlations between certain gameplay variables and implicit learning stages. Allow unproductive learning detection and timely intervention by modelling the reflection of gameplay variables in students' implicit learning processes, helping improve knowledge mastery and skill construction in games. Further investigations on the causal relationship between gameplay performance and implicit learning skills, with careful consideration of more performance factors, are expected.

Computational Thinking (CT) and digital literacy are skills students must possess to adapt and survive amidst the current technological advancements. One way to enhance students’ CT and digital literacy skills is through innovative learning models that align with the material being taught. Biotechnology is one of the subjects that students need to master in Phase E of the Merdeka Curriculum. This study aims to determine the effectiveness of the CPS-STEM learning model on students’ CT and digital literacy skills in biotechnology material. This research was conducted from April to May in the 2023/2024 academic year at three high schools in the Kayen, with a total population of 891 students. The sample used in this study was calculated using the Slovin formula, its 8 classes consisting of 2 control groups (72 students) and 2 experimental groups (217 students). This study is a quasi-experimental design with a pre-test and post-test group design. The STEM approach is integrated with CPS syntax outlined in the teaching module and assisted with student worksheets. CT skills were measured using post-test instruments, while digital literacy skills were measured using questionnaire. Data analysis was conducted to determine the effectiveness of the CPS-STEM learning model on CT skills, calculated using the N Gain test, while digital literacy skills were measured using a Likert scale. The results showed that the CPS-STEM was effective to improve CT skills in the medium category (0.40), whereas the direct instructional learning model was not effective in enhancing CT skills. This study also showed that the CPS-STEM learning model was effective in enhancing digital literacy skills with a percentage increase of 15.25%

A computational thinking approach is an approach to thinking and reasoning by computer scientists. Computational thinking skills can be adopted as an approach to solving a problem and analyzing the solution. The computational thinking approach is not limited to computer science but can also be applied to other disciplines through problem-solving. The computational thinking approach has been integrated into various instruments and learning media. The purpose of this research is to see the potential of the computational thinking approach to be integrated into learning media to improve problem-solving skills and to discuss the integration of computational thinking in various learning tools and media. This research method uses literature studies with 6 international articles as the main source from scopus.com and 19 articles as supporting articles from scholar.google.com. The results of the study show that the computational thinking approach has the potential to be integrated into various learning tools and media as a means of increasing problem-solving skills.

Computational Thinking (CT) skill is the ability to solve problems with computer thinking. In addition, CT can be seen as a structured and systematic approach that can be implemented in learning. This study aims to bring the computational thinking approach to the non-computer science student’s class and involved 35 undergraduate students of physics education in the computational physics course. The research method used was the mixed method sequential explanatory design (Creswell & Plano Clark, 2011), with the following design. Broadly speaking, the flow of the mixed method research method with an explanatory sequential design in this study includes the collection of quantitative data obtained from student self-evaluation instruments related to the understanding of the CT approach stage. The results showed that the Computational Thinking (CT) approach can be applied to non-computer science students in online learning which includes 6 stages of implementation and 6 stages of implementation. Other results indicate that this method can be used in improving student CT skills. Keywords: Computational thinking, physics, problem solving

Educational robotics or unplugged coding activities in kindergartens?: Comparison of the effects on pre-school children's computational thinking and executive function skills

Educational technology skills and practices are becoming increasingly prominent in schools around the world as the integration of computer science strands, such as computational thinking and coding, are being introduced into curricula. Educational leaders and teachers should integrate computational thinking and digital skills into activities in all disciplines spanning grades K-12. Students who learn coding and computational thinking skills are better equipped to apply problem-solving skills to analyzing data, recognize patterns, and make connections between what they already know and the problems they face. This chapter supports practitioners, policymakers, researchers and funders by examining the definitions of computational thinking and coding and their relationship to project-based and inquiry-based learning, as well as the ways in which computational thinking and coding are currently employed across the content areas. Concrete resources are provided as support for educators of all ages and disciplines looking to incorporate coding and computational thinking skills into their lesson plans.

Objective: This study aims to examine the influence of computational thinking skills, critical thinking skills, and collaborative thinking skills on the learning outcomes of robotics competencies of Electrical Engineering Education Students. Method: The sample in this study was 150 respondents, all of whom were students of the Electrical Engineering Education Study Program at Universitas Negeri Surabaya. The research data were obtained from filling out the questionnaire and analyzed quantitatively using the SEM PLS analysis technique with the help of the SmartPLS program. Results: This study shows that (1) Critical thinking skills have a positive effect on the educational robotics-based learning system, (2) computational thinking skills have a positive effect on the educational robotics-based learning system, (3) collaborative skills have a positive effect on the educational robotics-based learning system, (4) critical thinking skills have a positive effect on learning outcomes, (5) Computational Thinking Skills have a positive effect on learning outcomes, (6) Collaboration Skills have a positive effect on learning outcomes, (7) educational robotics-based learning systems have a positive effect on learning outcomes. Novelty: Educational robotics-based learning systems can be an ideal platform for developing computational, critical, and collaborative thinking skills among students. The use of robots as interactive and direct learning media through experiments and problem solving. This can help better understand technical concepts and increase confidence in facing complex challenges in the increasingly connected and rapidly changing real world.

The study aimed to identify the impact of a Proposed Program Based on Artificial Intelligence in Developing Computational Thinking Skills in the Digital Skills Course for First-Grade Intermediate Female Students. To achieve the study objectives, the researcher applied the experimental approach with its semi-experimental design, and she designed one data collection: The Computational Thinking skills scale in the digital skills course. The research population included all first-grade intermediate students enrolled in the first semester of the academic year (1444 AH) in the Olia district in Riyadh. The sample consisted of (48) students from (140) intermediate schools, divided into two groups: A control group and an experimental group. The results showed statistically significant differences at the level of (α ≤ 0.05) between the average scores of the experimental and control groups in the post-application of the computational thinking skills scale, favoring the experimental group. The study confirmed the positive impact of teaching using an artificial intelligence-based program in developing computational thinking skills in the digital skills course among first-grade intermediate students. The study recommended increasing the attention of digital skills course authors to incorporating AI-based educational programs in the course lessons and expanding their application to different educational stages and subjects.

<span lang="EN-US">Based on the study, computational thinking skills are influenced by science, technology, engineering and mathematics (STEM) skills, and there is a relationship between computational thinking skills and 21st-century skills. However, studies related to STEM attitudes, computational thinking and their impact on 21st-century skills are still very few and limited. The purpose of our study was to examine the impact of STEM attitudes and computational thinking on 21st-century. This research uses a quantitative approach. The participants of this study were students of a vocational school in Bantul Regency, Yogyakarta, Indonesia (N=290). Research data in STEM attitude, computational thinking, and 21st-century skills using a questionnaire. The data were analyzed using structural equation modeling techniques using the Smart PLS application. The results of the study obtained several findings, including: the model proposed in this study was valid; STEM attitude has a positive and significant effect on computational thinking; and computational thinking has a positive and significant effect on 21-st century skills. It can be argued that when STEM attitudes and computational thinking are more positive, 21-st century skills will improve. These findings have implications that curriculum development and STEM learning practices have to develop students’ computational thinking skills and 21st-century skills, especially in vocational schools.</span>

Analysis of the relation between computational thinking skills and various variables with the structural equation model

This research aims to examine the effect of Mind Games activities on problem-solving skills and computational thinking skills of 5th grade students. Sequential explanatory design, one of the mixed research methods, was used in the research. The research was carried out in a quasi-experimental design pretest-posttest without a control group with 17 5th grade students in a secondary school in Adıyaman. The research was carried out with an experimental period of 6 weeks. Before the experimental study, the problem-solving skills and computational thinking skills scales were applied to the students as a pre-test. Kapsul game activity was performed in the first week of the experimental study. ABC Baglama activity was held during the week. Sudoku activity was held in the 3rd week. In the 4th week, Three Stone game activities were held. Kendoku game activity was held in the 5th week. In the 6th week, Kakuro game activity was held. Statistical values in the study were calculated using the SPSS program. To collect quantitative data, a pre-test of problem-solving skills and computational thinking skills was applied to the students before the experimental process. After the experimental process, problem-solving skills and computational thinking skills scales were applied as a posttest. The applied pre-test and post-test results were analyzed with the paired sample t-test. Additionally, to collect qualitative data to strengthen the research, an interview form was applied to obtain the opinions of the students about the experimental process. In line with the findings obtained because of the experimental study, it can be said that the mind game activities have a positive effect on the students' computational thinking and problem-solving skills, and the lesson turns into more fun.

Two studies were conducted to examine the use of grounded embodied pedagogy, construction of Imaginary Worlds (Study 1), and context of instructional materials (Study 2) for developing learners' Computational Thinking (CT) Skills and Concept knowledge during the construction of digital artifacts using Scratch, a block-based programming language. Utilizing a conceptual framework for grounded embodied pedagogy called Instructional Embodiment, learners physically enacted (Direct Embodiment) and mentally simulated (Imagined Embodiment) the actions and events as presented within pre-defined Scripts. Instructional Embodiment utilizes action, perception, and environment to create a dynamic, interactive teaching & learning scenario that builds upon previous research in embodied teaching and learning. The two studies described herein examined the effects of Instructional Embodiment, Imaginary World Construction, and Context on the development of specific Computational Thinking Concepts and Skills. In particular, certain CT Concepts, such as Conditionals, Variables, Thread Synchronization, Collision Detection, & Events, and CT Skills, such as abstraction and pattern recognition, were identified and measured within the learners' individual digital artifacts. Presence and/or frequency of these Concepts and Skills were used to determine the extent of Computational Thinking development. In Study 1, fifty-six sixth- and seventh-grade students participated in a fifteen-session curricular program during the academic school day. This study examined the type of instruction and continuity of Imaginary World Construction on the development of certain CT Skills and Concepts used in a visual novel created in Scratch. Main effects were found for learners who physically embodied the pre-defined instructional materials: embodying the pre-defined Scripts led to the learners using significantly more ‘speech’ Blocks in their projects and more Absolute Positioning Blocks for ‘motion’ than those who did not physically embody the same Scripts. Significant main effects were also found for continuity of Imaginary World Construction: learners who were instructed to continue the premise of the first digital artifact (Instructional Artifact) implemented significantly more computational structures in their second digital artifact (Unique Artifact) than those who were instructed to create a Unique Artifact with a premise of their own design. In Study 2, seventy-eight sixth- and seventh-grade students participated in a seventeen-session curricular program during the academic school day. This study examined the type of instruction and context of instructional materials on the development of CT Skills and Concepts during the construction of a video game using Scratch. Similar to Study 1, findings suggest that physically embodying the actions presented within the pre-defined instructional materials leads to greater implementation of many of these same structures during individual artifact construction. The study also showed that as the pre-defined Scripts become more complex (e.g. single-threaded to multi-threaded), the effect of physical embodiment on the development of CT Skills and complex CT Concept structures becomes less pronounced. Findings from this study also suggest that Context has a significant effect on identifying & implementing the CT Skill pattern recognition: learning CT Concepts from an Unfamiliar Context had a significant positive effect on the implementation of both Broadcast/Receive couplings and Conditional Logic & Operator patterns. In sum, the findings suggest that the type of instruction, the continuity of the Imaginary World being constructed, and the context of the instructional materials all play a significant role in the learners' ability to develop certain Computational Thinking Skills and Concept knowledge. The findings also suggest that a physically embodied approach to teaching abstract concepts that is grounded in an unfamiliar context is the most effective way to integrate a grounded embodied approach to pedagogy within a formal instructional setting.

Computational thinking skills have been a popular term for teachers worldwide, and PISA 2022 will become the first PISA in evaluating them. Computational thinking helps students enhance their potential in contributing to other disciplines. However, students’ computational thinking skills at SMP Negeri 8 Batam were low. In overcoming the problem, the teacher employed STEAM learning as an alternative approach in stimulating students’ computational thinking skills. A teaching aid, named 4Dframe, was utilised to support the STEAM-based teaching. The objective of this action research study is to illustrate the effect of employing STEAM approach and the 4Dframe as the teaching assistance in developing students' computational thinking skills. The study involved 40 students of 9th grade in SMP Negeri 8 Batam, Indonesia. Three STEAM activities incorporating Warka water tower, Batam-Bintan straw bridge, and planting machine were performed in eight online meetings. In each activity, the students administered decomposition, abstraction, pattern recognition, and algorithm as the cornerstones of computational thinking. The data were gathered through observational forms during the learning and test to evaluate students’ computational thinking skills. The results present that 73% and 88% of students acquired the minimum score for the computational thinking post-tests on the first and second cycle respectively. Although sample and methodology limitations prevent any claim to generalisation, this learning strategy could be implemented as an alternative for conducting mathematics learning activities in elevating students’ computational thinking skills with students in similar contexts.

The study aimed to determine the effect of the information technologies course on students' computational thinking skills and technology-mediated learning process. The study was conducted on 237 first-year students of the Faculty of Education who were enrolled in the information technology course, and a one-group pretest-posttest design was used. Dependent t-test, independent t-test, and correlation analysis were used to analyze the data. In the results obtained from the study, it was found that the information technologies course did not make a significant difference on the students' computational thinking skills, while it made a significant difference on the effect of technology-mediated learning on the learning process. When the effect of the information technologies course on computational thinking skills and technology-mediated learning process in terms of gender factor was considered as pre-test and post-test, there was a significant difference in favor of male students in terms of computational thinking skills and technology-mediated learning process within the scope of pre-test data, while there was no significant difference within the scope of post-test data. The study also showed that there was a positive and moderate relationship between students' computational thinking skills and their attitudes toward the technology-mediated learning process. In the context of this finding, it can be stated that technology-enhanced learning environments can have a positive effect on the development of computational thinking skills, and that lessons delivered in such learning environments can contribute to the development of students' creativity, algorithmic thinking, critical thinking, problem solving and collaborative working skills.

INTRODUCTION/BACKGROUND In 2017, Singapore’s Ministry of Education implemented a new GCE ‘O’ Level Computing curriculum. The new curriculum is a distinct shift from the teaching students on the use of software technology to the development of Computational Thinking skills and programming competencies. Computing thinking skills are associated with problem solving, reasoning and logic skills that all students should develop. As Singapore moves to implement a new curriculum with a greater emphasis on the development of computational thinking and programming, the following are some of the challenges that must be addressed: 1. Teachers’ Pedagogical Knowledge in teaching Computing 2. Teachers’ Competency and Knowledge on Computational Thinking STATEMENT OF PROBLEMS This project has a focus on using and integrating the unplugged approach as introductory activities for teaching computing as a pedagogy. It focuses on helping students to understand concepts in Computational Thinking. The approach also fits very well to the teaching and learning environment in a typical secondary school classroom. We worked with the teachers from collaborating schools to design and co-design unplugged activities, observed how they enacted the lessons in the classroom. This would help us to understand how teachers interpret computational thinking and adapt the unplugged approaches with their teaching practice. Also, we would like to study students' learning outcomes as a result of the teaching. The existing practice and research of unplugged teaching has the following problems: 1. There is no systematic integration. Among the many topics in computing, there are not many topics that match unplugged activities. 2. For the first-line teachers, the available public accessible resources do not help much. It can only be used when they encounter related topics. Even if there are corresponding resources on the Internet, many teachers are not keen on adopting unplugged teaching methods, due to the time and effort needed to prepare and to enact the lessons. 3. The existing unplugged teaching resources are designed with the goal of mobilizing students' interest and engagement, and more in-depth practice and research in transiting from teaching with unplugged methods to programming is needed. PURPOSE OF STUDY The purposes of this proposed research study are the following: • Develop and evaluate pedagogies linked to teaching CT. We introduce teaching unplugged as an effective student-centered approach to introducing computing concepts without the use of computers, and then we design follow-up activities and pedagogies that move students forward in the crucial computational experiences. • Assess the effect on teachers. Teachers’ pedagogical content knowledge will be assessed to understand the level they started with, and the level they would have attained after the workshops and teaching in class. Classroom observations will be held to study the teachers’ enactment of computing lessons. We want to understand the territory of teachers’ dispositions for, attitudes toward and stereotypes concerning CT and Computing. • Assess the effect on students. Students’ work will be analysed to assess their level of comprehension and application of computing concepts, and this will be done through prior experience surveys, pre-post computing perceptions survey, pre-post computing tests, quizzes and computing assignments. These are steps towards developing an assessment framework for CT.