Abstract
This paper proposes a model of teaching computational thinking as a sub-competence of a digital competence framework. This teaching model is based (a) on other models of teaching and learning programming aiming at managing students’ cognitive load, (b) on exploiting the engaging nature of unplugged activities and (c) on using erroneous examples to address students’ common errors and misconceptions. The teaching model emerged from the study of the implementation of the “Reach 20 first” competence assessment educational scenario at a Greek class with 11 students of low motivation and attainment regarding computing and mathematics. We investigated (a) the impact and the key-elements of the aforementioned teaching model on students’ computational and mathematical thinking achievement and (b) the relationship between computational and mathematical thinking in computing activities. We present our findings discussing the possible implications on educational activities design and teacher support.
Highlights
In recent years there has been a widespread trend for the teaching of computer programming in both primary [1] and secondary education [2]
The aim is to help students develop computational thinking (CT), a skill that is not exclusively limited to computer science, but it concerns “the thought processes 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” [3]
The Competence Assessment Scenario-CAS is an educational scenario that was designed in the framework of the CRISS Project in order to teach, evaluate and certify computational thinking as a subcompetence of the CRISS competence framework that is based on the European Digital Competence Framework for Citizens-DigiComp 2.0 [10,11]
Summary
In recent years there has been a widespread trend for the teaching of computer programming in both primary [1] and secondary education [2]. The educational scenario (Competence Assessment Scenario-CAS) uses an unplugged activity [6, 7] in order for students to design solutions to a computational problem [8]. Computational thinking requires a set of thinking skills such as Data collection and Analysis, Abstraction and Pattern recognition, Algorithmic design, Programming and Debugging, in order to implement a computer game strategy. CAS’s teaching strategy uses transition through levels of abstraction (Formulating the problem to be solved through Execution of a program, Solving the problem through unplugged activity for pattern recognition to algorithm design in Greek, modelling the solution of the problem by modifying the first program) and use-modify-create approach [12] to manage students’ cognitive load [5]. With the use of the Unplugged activity we have created an authentic and engaging context teaching several critical concepts such as algorithm, program, programmer, programming language and artificial intelligence [6, 7]
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