Algorithmic Thinking Research Articles

Augmented Reality Application-Based Teaching Material's Effect on Viscera Learning Through Algorithmic Thinking

The study aimed to examine AR-based teaching material's effect on viscera learning through algorithmic thinking by the primary school teacher candidates who are sophomores in the classroom teaching department in the spring term of the 2018-2019 academic year at a state university in the Eastern Black Sea and selected by convenience method. Viscera Information Form (VIF) and Application Process and AR Survey Form (APSF) were used as data collection tools in the study. VIF included subjects viscera in a human model and placed them in the skeletal structure. The other form, APSF, is about the application process and the material prepared with augmented reality. While the data obtained from VIF were analyzed under the researcher-defined categories regarding the participants' showing each viscera in a human torso model and placing them in the skeletal structure, the data obtained from APSF was processed with content analysis. The study results revealed that AR-based teaching material makes a positive contribution to the learning of viscera through algorithmic thinking. In addition, this is determined as AR-based teaching material contributes to understanding the related basic concepts through algorithmic thinking.

Recognizing Algorithmic Concepts in New Contexts: An Analysis of Students’ Reasoning

Teaching algorithmic thinking enables students to use their knowledge in various contexts to reuse existing solutions to algorithmic problems. The aim of this study is to examine how students recognize which algorithmic concepts can be used in a new situation. We developed a card sorting task and investigated the ways in which secondary school students arranged algorithmic problems (Bebras tasks) into groups using algorithm as a criterion. Furthermore, we examined the students’ explanations for their groupings. The results of this qualitative study indicate that students may recognize underlying algorithmic concepts directly or by identifying similarities with a previously solved problem; however, the direct recognition was more successful. Our findings also include the factors that play a role in students’ recognition of algorithmic concepts, such as the degree of similarity to problems discussed during lessons. Our study highlights the significance of teaching students how to recognize the structure of algorithmic problems.

Computational Thinking in STEM Education among Matriculation Science Students

In the advent of the rapid technological advancement of The Fourth Industrial Revolution (4IR), computational thinking is recognised as an essential skill in the 21st century across all disciplines, especially in STEM, as it trains students to have the cognitive flexibility to deal with complex problem-solving. Computational thinking (CT) is naturally embedded in STEM practices in the reflection of creativity, algorithmic thinking, critical thinking, problem solving and cooperation skills. This study aimed to measure the level of computational thinking in science matriculation students and examine the effect of gender and academic achievement in STEM on CT. The convenient sampling strategy was used to identify one matriculation college in the northern region of Malaysia to participate in the study. (CTS) instrument was employed on 153 science students. Descriptive analysis was used to evaluate the level of CT. One-way multivariate analysis of variance (MANOVA) was performed to analyse the main effect of academic achievement in STEM on CT, followed by univariate analysis of variance (ANOVA) to determine the effect on each of the dimensions of CT. The result indicates that students have a medium high level of CT with an overall mean of 3.51. In addition, the findings showed that there was a statistically significant effect of academic achievement in STEM on CT. The mean score for academic achievement revealed that good students scored the highest, followed by average students and weak students in all dimensions of CT except for cooperation. This study will provide insight into the impact of STEM learning outcomes on the development of CT to inform instructional design.

Computational Thinking in STEM Education among Matriculation Science Students

In the advent of the rapid technological advancement of The Fourth Industrial Revolution (4IR), computational thinking is recognised as an essential skill in the 21st century across all disciplines, especially in STEM, as it trains students to have the cognitive flexibility to deal with complex problem-solving. Computational thinking (CT) is naturally embedded in STEM practices in the reflection of creativity, algorithmic thinking, critical thinking, problem solving and cooperation skills. This study aimed to measure the level of computational thinking in science matriculation students and examine the effect of gender and academic achievement in STEM on CT. The convenient sampling strategy was used to identify one matriculation college in the northern region of Malaysia to participate in the study. (CTS) instrument was employed on 153 science students. Descriptive analysis was used to evaluate the level of CT. One-way multivariate analysis of variance (MANOVA) was performed to analyse the main effect of academic achievement in STEM on CT, followed by univariate analysis of variance (ANOVA) to determine the effect on each of the dimensions of CT. The result indicates that students have a medium high level of CT with an overall mean of 3.51. In addition, the findings showed that there was a statistically significant effect of academic achievement in STEM on CT. The mean score for academic achievement revealed that good students scored the highest, followed by average students and weak students in all dimensions of CT except for cooperation. This study will provide insight into the impact of STEM learning outcomes on the development of CT to inform instructional design.

ФОРМИРАНЕ НА АЛГОРИТМИЧНО МИСЛЕНЕ И ЕКИПНИ УМЕНИЯ ЧРЕЗ ПРОГРАМИРАНЕ НА УЧЕБЕН РОБОТ

The gradual disappearance of traditional professions and the introduction of new ones determines the need for digitally competent people. In a time of digitalization, digital skills are not just a necessity for people working with hardware and software but for others too. Digitalization has entered all аspects of our lives – art, science, medicine, education, etc. This makes the possession of digital skills a mandatory factor for the successful realization of the individual. The article presents the results of a pedagogical survey conducted among students in primary school. The focus of this material is on the forming an algorithmic thinking and soft skills in children aged 9–10 years.

STEM КОНЦЕПЦИЯ В ОБРАЗОВАНИЕТО – РАБОТИЛНИЦА ЗА РЕСУРСИ И ИДЕИ

The paper aims in presenting some practical ideas for implementing STEM approach in school. Main accent is set on two technologies – Ozobot and, Makey Makey. Concrete examples from pedagogical practice for developing algorithmic thinking and soft skills are presented.

Non-Deterministic Computational Thinking

An educational paradigm that has improved problem-solving capacity is computational thinking, which uses characteristics such as decomposition, abstraction, pattern recognition, and algorithmic thinking. However, most of the resources developed under this paradigm are deterministic. However, the current world is not linear. Non-deterministic dynamics play a vital role in today's world. Decisions about the same fact can cause different events, and students must be prepared to live with such uncertainties. This article discusses challenges and possibilities in the development of non-deterministic computational thinking resources. This work shows a large field of research yet to be worked on, with new possibilities and a great potential to connect new resources with the students' daily lives.

РАЗВИТИЕ НА АЛГОРИТМИЧНОТО МИСЛЕНЕ И ДИГИТАЛНАТА ГРАМОТНОСТ НА УЧЕНИЦИТЕ ЧРЕЗ MINECRAFT: EDUCATION EDITION

The following work describes Minecraft: Education edition: Education Edition learning platform and its application in the educational process. The main element is gaming that builds teamwork skills, develops students’ creativity and engages them in real-world problems solving. Teachers use Minecraft: Education edition: Education Edition to teach a range of subjects, from history and chemistry to computer science and math, breaking curriculum standards and involving students in extracurricular activities and coding clubs. According to various educational experts, Minecraft: Education edition: Education Edition is one of the best existing digital tools for learning through entertainment. Bulgarian schools are provided by The Ministry of Education and Science with free access to the platform, which makes it an attractive tool that helps students to develop their algorithmic thinking and digital literacy. The article describes the main features of the game and gives specific examples of successful use of Minecraft: Education edition: Education Edition in the lower secondary stage of primary education.

A material-based computation framework for parametric design education

PurposeMaterial-based computation has been recently introduced in architectural education, where parameters and rules related to materials are integrated into algorithmic thinking. The authors aim to identify affordances of material-based computation in terms of supporting the understanding of parametric design, informing the process of parametric form finding in an educational setup and augmenting student learning outcomes.Design/methodology/approachThe authors propose a material-informed holistic systems design framework for parametric form finding. The authors develop a pedagogical approach that employs material-based computation focusing on the interplay between the physical and the digital in a parametrically driven façade design exercise. The approach comprises two phases: (1) enabling physical exploration with different materials to arrive at the design logic of a panel prototype and (2) deducing embedded and controlled parameters, based on the interplay of materials and deriving strategies for pattern propagation of the panel on a façade composition using variation and complexity.FindingsThe results confirmed the initial hypothesis, where the more explicit the material exploration and identification of physical rules and relations, the more nuanced the parametrically driven process, where students expressed a clear goal oriented generative logic and utilized parametric design to inform form finding as a bottom-up approach.Originality/valueMost precedent approaches developed to teach parametric design concepts in architectural education have focused on universal strategies that often result in fixating students on following standard blindly followed scripts and procedures, thus defying the purpose of a bottom-up form finding framework. The approach expands the pedagogical strategies employed to address parametric design as a form finding process.

ABOUT THE INDIVIDUAL EDUCATIONAL TRAJECTORY OF STUDENTS AT THE UNIVERSITY

The article considers the possibilities of building an optimal individual educational trajectory of university students in the areas of functioning of subject and inter-subject knowledge in solving typical and project tasks of a specialist's activity, as well as the development of constructive, algorithmic thinking, when the student is immersed in an environment that requires clear planning of any type of activity.

A web-based model to enhance algorithmic thinking for novice programmers

Algorithmic thinking is considered as one of the important steps toward learning to code for novices in programming education. In this study, algorithmic thinking was promoted by introducing a Problem Analysis Algorithmic Model (PAAM) in an Algorithms and Programming 1 (AP) course. A web-based application is developed to offer the PAAM model in the course. The application includes all teaching topics taught in the AP course. One-way cluster sampling and quantitative research were used in this research study. The impact of the PAAM model on novices was determined by conducting a survey. t-test was performed to analyze the students’ responses. The final exam grades for the last two semesters were compared to examine the effect of the PAAM model on students’ gain in the AP course. Results show that novice programmers appreciated the PAAM model in the AP course teaching processes and learning activities. The model supports novices to understand the programming question requirements (input, process, and output) and promotes algorithmic thinking. Moreover, the model helps students in learning problem-solving skills, understanding programming concepts and structures. It also focuses on students’ cognitive engagement and gain in programming. The model not only impacts positively on students’ gain but it also helps in reducing the attrition rates (failure and dropout) in the course.

„Майнкрафт“ като образователен инструмент за реализиране на ин- тегрирания подход

Teaching the basics of coding at Alexander Georgiev-Kodzhakafaliyata Primary School develops students’ digital literacy, algorithmic thinking and skills to design familiar objects, processes and phenomena thanks to popular game Minecraft. This approach serves not to replace the regular lesson but as a parallel which extends and builds upon the learning process in order to develop synthetic competences. Thus emerges a natural necessity to look integrally at specific topics which fail to fit entirely into one scientific area. Students research historical records and then make a 3D Minecraft model of a historic site – the Greek Acropolis, which is part of the learning material in History in grade 5. They not only learn more about the site but also apply the skills of cooperation, effective communication, creativity and critical thinking.

The program of the advanced training course for teachers of mathematics and informatics "Graphs and graph models: methods of visual processing "

The method of visual presentation of educational information for solving problems of mathematics and informatics is effective for the development of algorithmic, logical and computational thinking of schoolchildren. Technical progress, informatization of education, the emergence of modern software for visualization of information change the activities of teachers who need to master new technologies of information visualization for use in the classroom and in work with gifted children. Visual models for presenting educational information and methods of their processing with the use of computer programs are also relevant in extracurricular activities, allowing to develop the intellectual abilities of schoolchildren. Teachers are required to teach children to create projects in which visibility is a necessary component and must be represented by an electronic product created using modern information visualization tools. The article proposes a variant of the advanced training course for teachers of mathematics and informatics on teaching methods for visualization of solving problems using graphs and the free software “Graphoanalyzator”. The relevance of the course is due to the need to form the competency to carry out targeted work with gifted children in the use of software for creating and processing graphs based on the graph visualization program “Graphoanalyzator”. The authors believe that the training of teachers on this course will contribute to the formation of their skills to solve problems of mathematical modeling in informatics and mathematics, to apply information technologies to solve pedagogical problems in the context of informatization of education.

The effects of scaffolded programming scripts on pre-service teachers’ computational thinking: Developing algorithmic thinking through programming robots

Workers in the areas of science, technology, engineering and mathematics play a significant role in the sustained growth and stability of the global economy, and, thus constitute a critical component in helping all countries worldwide to prosper. In this context, computational thinking constitutes an important skill to have as it enables workers to develop creative solutions to complex problems. Nonetheless, across all economies worldwide, there is a need to have more workers who are able to think through problems, challenges, and solutions in computational terms. It is thus of utmost importance to integrate the teaching of computational thinking in K-12 education in order to reduce the skills gap between education and the workplace. A pertinent and crucial question that arises is whether teachers have the knowledge and skills to teach students how to think computationally. Existing research shows that teacher education departments do not currently have the knowledge to promote computational thinking in their programs. The present study focuses on two aspects of computational thinking, such as, algorithmic thinking and debugging skills with the use of scaffolded programming scripts in an educational technology undergraduate course. The results show statistically significant learning gains in pre-service teachers’ algorithmic thinking and debugging skills in the context of robotic programming activities with LEGO WeDo. Limitations and future research directions are discussed.

Structural Validation for the Developmental Model of Computational Thinking

A prior study developed the Computational Thinking Scale (CTS) for assessing individuals’ computational thinking dispositions in five dimensions: decomposition, abstraction, algorithmic thinking, evaluation, and generalization. This study proposed the Developmental Model of Computational Thinking through validating the structural relationships among the five factors of the CTS. To examine the model, a questionnaire including the CTS was administered to 472 middle school students. A confirmatory factor analysis was used to confirm the construct of the measurements, and a PLS-SEM analysis was used to validate the structural relationships among the factors. The results confirmed that the 19-item CTS has good item reliability, internal consistency, and construct reliability for measuring computational thinking (CT). In the Developmental Model of CT, decomposition and abstraction significantly predict all other three CT dispositions, suggesting that they are the two fundamental factors required for CT development. Moreover, a significant linear prediction path was shown starting from algorithmic thinking, evaluation, until generalization. Thus, a multi-level model was confirmed for the conceptual framework of CT. This model suggests a possible sequence for CT development which may provide a guideline for the teaching objectives of CT for different learning stages in different school levels. Decomposition and abstraction are especially suggested to be emphasized in school curricula before teaching algorithmic thinking or algorithm designs.

Reviews of Two Programming Books

In this article I review two recent competitive programming books, published in 2020, which have not yet been presented in the Olympiads in Informatics journal. The books are Algorithmic Thinking by Daniel Zingaro and Competitive Programming in Python by Christoph Dürr and Jill-Jênn Vie. Both the books are introductory books but their approaches are different. Algorithmic Thinking focuses on the process of learning algorithmic problem solving and uses competitive programming problems as motivating challenges. Competitive Programming in Python develops skills for programming contests and job interviews, and shows how the Python language can be used in competitive programming.

The use of algorithmic elements to improve the quality of foreign cadets vocational training at military universities

This paper examines the use of elements of the theory of algorithms in order to improve the quality of foreign cadets education. A number of problems noted in teaching first-year cadets from Asian and African countries associates with poor knowledge of the Russian language at the time of training. Cadets have different levels of preliminary training that they have received in their countries. Algorithmic constructions help cadets to master the courses of the first year of study. The paper provides a methodological basis on scientific works of leading scientists and professors. According to the management of quality training theory, a respective approach is implemented in the organization of classes. The purpose of this work is substantiation and practical application of the proposed measures for managing the quality of foreign first-year-cadets training through graphic models based on the theory of algorithms. There are options for conducting a training session using a comprehensive teaching methodology, including systematization of knowledge, development of algorithmic thinking and the use of computer technologies. The results of conducting classes according to the proposed methodology show its effectiveness in training groups of foreign cadets.

Algorithmic Thinking and New Digital Literacy

The article discusses the concept of algorithmic thinking in the context of the history of the formation of school informatics, in the competencies of new digital literacy and in the system of developmental education. The structure of digital literacy based on algorithmic supports is shown and an example of an educational template of algorithmic tasks for younger students is given.

Algorithmic thinking in the public interest: navigating technical, legal, and ethical hurdles to web scraping in the social sciences

Web scraping, defined as the automated extraction of information online, is an increasingly important means of producing data in the social sciences. We contribute to emerging social science literature on computational methods by elaborating on web scraping as a means of automated access to information. We begin by situating the practice of web scraping in context, providing an overview of how it works and how it compares to other methods in the social sciences. Next, we assess the benefits and challenges of scraping as a technique of information production. In terms of benefits, we highlight how scraping can help researchers answer new questions, supersede limits in official data, overcome access hurdles, and reinvigorate the values of sharing, openness, and trust in the social sciences. In terms of challenges, we discuss three: technical, legal, and ethical. By adopting “algorithmic thinking in the public interest” as a way of navigating these hurdles, researchers can improve the state of access to information on the Internet while also contributing to scholarly discussions about the legality and ethics of web scraping. Example software accompanying this article are available within the supplementary materials.

Improving the process of learning numerals in the 6th grade by applying algorithms. Part 1. The grammatical signs of types of numeral and features of their spelling and declension

The purpose of this article is to present a system for learning numerals in the 6th grade based on the methodology for compiling grammatical algorithms. The author examines the grammatical signs of the numerals’ types and the features of their spelling and declination, as well as the most grammatically difficult cases of numerals and nouns combinations. This article employs the collective and independent observation of students working with the grammatical material, its table systematization, and the algorithm compilation. The use of algorithms at the Russian language lessons creates the necessary linguistic foundation for improving the students’ speech culture; it also forms their algorithmic thinking and improves their spelling literacy.