Development Of Algorithmic Thinking Research Articles

Algorithmic Thinking: Educational Causes of Development and Place in the Classification of Types of Thinking

As a result of the analysis of the socio-economic consequences of the widespread prevalence of algorithmic thinking among Russian youth, a conclusion was made about the large-scale transition of the negative consequences of this phenomenon from the sphere of education to the country's economy. It is this conclusion that determines the purpose of further research: conducting a psychological analysis of the fundamental educational reasons for the development of algorithmic thinking among Russian youth as thinking according to patterns, and its place in the classification of types of thinking. When conducting the study, the patterns of productive thinking, determined by the presence of a problem situation, were used. During the study, the following methods were used: a general analysis of scientific and scientific-methodological literature on the problems of the development of various types of thinking; a form of analysis through synthesis that allows one to identify new properties of a problem situation that are not directly visible in perception itself. As a result of the analysis of scientific and scientific-methodological literature, the existence of two different types of algorithmic thinking was revealed: algorithmic mathematical and algorithmic template. Psychological analysis through the synthesis of currently generally accepted types of thinking and methods of their development, as well as teaching methods underlying the federal state standards of general education and their results, showed: technologies for the formation of “universal educational actions”, which are the basis of teaching methods in accordance with federal state educational standards - do not lead to the internalization of external action into internal action (into the mental form of performing the action). Having undoubted advantages for external control of students’ development of a mental form of performing an action, this teaching method develops and reinforces only the techniques of template algorithmic thinking (thinking according to templates), moreover, as a form of activity, instilled as a skill and remaining alien to oneself. trainee. It is concluded that further research is necessary to find the most optimal way out of the extremely negative consequences of this situation.

Teaching parametric design: fostering algorithmic thinking through incomplete recipes

PurposeAlgorithmic and computational thinking are necessary skills for designers in an increasingly digital world. Parametric design, a method to construct designs based on algorithmic logic and rules, has become widely used in architecture practice and incorporated in the curricula of architecture schools. However, there are few studies proposing strategies for teaching parametric design into architecture students, tackling software literacy while promoting the development of algorithmic thinking.Design/methodology/approachA descriptive study and a prescriptive study are conducted. The descriptive study reviews the literature on parametric design education. The prescriptive study is centered on proposing the incomplete recipe as instructional material and a new approach to teaching parametric design.FindingsThe literature on parametric design education has mostly focused on curricular discussions, descriptions of case studies or studio-long approaches; day-to-day instructional methods, however, are rarely discussed. A pedagogical strategy to teach parametric design is introduced: the incomplete recipe. The instructional method proposed provides students with incomplete recipes for parametric scripts that are increasingly pared down as the students become expert users.Originality/valueThe article contributes to the existing literature by proposing the incomplete recipe as a strategy for teaching parametric design. The recipe as a pedagogical tool provides a means for both software skill acquisition and the development of algorithmic thinking.

Elements of Algorithmic Thinking in the Teaching of School Geometry through the Application of Geometric Problems

Algorithmic thinking and the creation of algorithms have traditionally been associated with mathematics. It is based on the general perception of an algorithm as a logically unambiguous and precise prescription for performing a certain set of operations, through which we reach a result in real time in a finite number of steps. There are well-known examples from history, such as the division algorithm used by ancient Babylonian mathematicians, Eratosthenes algorithm for finding prime numbers, Euclid’s algorithm for finding the greatest common divisor of two numbers, and cryptographic algorithm for coding and breaking, invented by Arabic mathematicians in the 9th century. Although the usage of algorithms and the development of algorithmic thinking currently fall within the domain of computer science, algorithms still play a role in mathematics and its teaching today. Contemporary mathematics, and especially its teaching in schools of all grades, prefers specific algorithms in arithmetic, algebra, and calculus. For example, operations with numbers, modifications of algebraic expressions, and derivation of functions. Teaching geometry in schools involves solving a variety of problems, many of which are presented as word problems. Algorithmization of school geometric tasks is therefore hardly visible and possible at first glance. However, there are ways to solve examples of a certain kind and to establish a characteristic and common algorithmic procedure for them. Algorithmic thinking in geometry and the application of algorithms in the teaching of thematic parts of school geometry are specific issue that we deal with in this study. We will focus on a detailed analysis of the possibilities of developing algorithmic thinking in school geometry and the algorithmization of geometric tasks.

Az algoritmikus gondolkodás fejlesztése oktatási robotokkal az óvodában: A fejlesztési program pilot tesztelése

The development of algorithmic thinking can start already in preschool since this is a sensitive period when many basic skills and abilities develop intensively. The Early Childhood Education Curriculum (2019) in Romania considers this period as the foundation stage of key competencies. The key competencies include technological competencies, the introduction of which in preschool can be linked to the development of algorithmic thinking, as educational robots can be used to develop this thinking ability. In this research, we present the possibility of using educational robots within the framework of a development program, which we tested with preschool children. The results of the children's pre- and post-measurements lead to the conclusion that algorithmic thinking can be developed already at this age with targeted intervention.

Virtual programming environments and simulations in favor of active learning of programming

Microworlds are environments that allow the user to directly experience in a virtual simulation environment. It can also be understood as a carefully designed, constantly expanding software environment that focuses on learning certain concepts, phenomena or relationships within a clearly defined area. It is an environment where the students have a specific space for discovery and investigation, where to a certain extent they can define the goals and learning activities. Based on this concept, learning is supported, assisted and regulated, but not strictly directed or dictated in any way. One of the great advantages of microworlds (virtual program environments) is that they have a simple and low number of syntactic units. Microworlds are built on metaphors. They ensure the development of a colorful set of problems, which are directly related to the user's (student's) life experience. The instructions executed by an object in the given simulation environment are always visible. The order of execution allows students to understand thesemantics of the input control constructs. In this paper, we would like to present child-oriented programming languages (microworlds also known as mini languages), which can be powerful tools for introducing students to the world of programming languages, as well as providing a virtual space for the development of algorithmic thinking. It is advantageous if the program environment has a structured editor, which helps the student to eliminate syntactic errors. These program environments are classified and evaluated by taking these aspects into account and analyzing additional characteristic properties.

Visual Programming - SCRATCH Technology

At the school level of general education, it is now very important for students to master the abilities of creative computer use, technological product building and practical application and integration into various academic areas. The national curriculum states that computer technology, information and communication technology, as well as digital literacy are widely seen as being completed at the elementary level of education (grades II–VI). The "Scratch Jumping Game Development" educational research project model, which is addressed in this article, relates to the field of computer technology and involves the development of algorithmic thinking, as well as the construction of a block-based visual programming code corresponding to the algorithm. The article provides a detailed explanation of the project model, its goals, objectives, implementation plans and evaluation criteria. Students' responsibilities during the course and at the end of the project are also outlined. In addition, the stages of project implementation and related activities are described as follows: 1) Getting to know the Scratch environment, 2) Getting acquainted with Scratch, 3) Building a "Jumping Game" model, 4) Scratch Jumping Game projects/piloting. games. The example resources provided in the article include links to the Scratch.mit.edu online portal, which allow readers to virtually view presentations created by teachers and students and participate in interactive activities.The article is supplemented with conclusions drawn as a result of observation and research, as well as the results of student surveys conducted within the framework of the project, which testify to the effectiveness of the project and the merits of teaching visual programming.

The use of interactive game simulators for the development of algorithmic thinking of students in Russian language and literature lessons

Problem and goal . The model of formation of competitive qualities of a graduate of a modern digital school assumes that he has a culture of thinking, the ability to generalize, analyze, perceive information, set goals and choose ways to achieve it. The development of relevant skills is actively taking place in the lessons of computer science, mathematics, physics, chemistry. However, the Russian language and literature have a certain didactic potential for the formation of the ability to perform mental operations, choosing the optimal way to achieve the goal, etc. The expediency of using interactive simulators to support the communicative activity of students in the study of the Russian language and literature in order to form algorithmic thinking is substantiated. Metodology. The possibilities of designers of interactive simulators for various purposes are analyzed: for the development of online games (Lingo Play, Kid Mama), quests (Learnis), mobile phones (Alice's Resort, Kotovasia), for creating puzzles, charades, crosswords, metagrams and puzzles with riddles, quizzes. To evaluate the input conditions, testing was used, including blocks on the Russian language, literature, and computer science. The experimental study was conducted in the MOE Secondary School No. 25 of Sochi named after Hero of the Soviet Union S.E. Voitenko at the lessons of Russian language, literature, computer science. The participants of the experiment were 46 schoolchildren from the sixth grades. To create interactive game simulators in the classroom, the online designer of “eTrenics” is used (services “Kokla,” “Krypton,” “Morphanki,” “UFO,” “Potato”). Statistical processing of the results was performed using Pearson's chi-square test. Results. Students study services for creating interactive game simulators, use them to process new words, memorize spelling rules, and the plot of works of art. Statistically significant differences in the qualitative changes that occurred in the system according to the levels of development of algorithmic thinking were revealed. Conclusion. Described the features of the presented version of the use of interactive game simulators for the development of algorithmic thinking of schoolchildren in Russian language and literature lessons: inter-network interaction, the design of simulators according to the rules of the Russian language or the plot of the work, the intensification of learning, taking into account the specifics of the “clip” thinking of adolescents.

Toward a learning game on Computational Thinking Driven by Competencies

There are many learning games related to the theme of programming and computational thinking (CT) that exist nowadays. However, the main problem currently in France is that teachers lack training to teach K-12 learners to modern computer concepts. Teachers understand the competencies of referential but are not comfortable with and don’t know how to develop teaching sessions for these competencies. Our proposition is: a learning game (LG) driven by competencies will assist teachers to develop teaching sessions with learners. Our main objective is to help teachers to appropriate learning games on CT. To do this, we conducted an analysis based on the PIAF (Pensée informatique et Algorithmique dans l’enseignement Fondamental - Computational Thinking in primary school) reference framework which aims at developing CT in elementary school. It lists a set of competencies related to the development of algorithmic thinking in fundamental education. We chose to analyse three existing learning games on CT with this framework. We selected these three learning games ("Blockly Maze", "Compute-it" and "Kodu") from 48 learning games identified on CT. These analyses show that many competencies aren’t present in the games. Then we study how to link the PIAF framework in a LG. We work on the learning game named SPY in which the player has to program an agent to escape a maze. Our contribution for this paper is double: (1) an analysis of existing learning games and (2) propositions how to express PIAF competencies in gameplay features.

Development of Algorithmic Thinking in Primary School Students when Studying Computer Science

The relevance of the study is conditioned by the fact that modern society requires new generations to be able to plan their actions, find the information necessary to solve problems among huge information arrays (many of which are also not reliable), and model processes for the future. The set of certain tasks is synergised in the plane of the concept of algorithmic thinking. The purpose of the study is to track the educational and competence consequences of applying the developed approaches to stimulate algorithmic thinking in computer science lessons, to identify how they will contribute to the development of algorithmic thinking in primary school students. The paper states that categorisation of the concept of algorithmic thinking requires a broad understanding of the algorithm as a set and sequence of actions aimed at achieving the desired result. While algorithmic thinking is a way of organising mental actions and techniques for solving problems, as a result of which an algorithm is created – a specific product of human mental activity. Algorithmic thinking is not a compilation of algorithms, and its development is not limited to the mechanical memorisation of a number of algorithms. In the scientific literature and current policy documents on primary schools, the development of algorithmic thinking is perceived in the context of information and digital competence of schoolchildren and is associated with branches related to computer science: mathematics and logic. The emphasis on the potential for developing algorithmic thinking applies directly to the computer science course, but is not limited to it. The intention to stimulate the ability to think algorithmically is a requirement of the postmodern information era and the key to personal success, it is one of the tools of socialisation, and therefore, approaches to the development of algorithmic thinking should be comprehensively presented in the concepts of studying other compulsory and optional subjects. For the study, the authors developed and successfully tested a special eight-level diagnostic structure, which is presented in the paper. It can be used as a basis for conducting similar experimental studies. Further study on the topic should be organised around deepening the understanding and expanding the range of methodological approaches to the development of algorithmic thinking in schoolchildren of the New Ukrainian School (NUS), in particular, in computer science lessons

Algorithmic thinking development through physical computing activities with Arduino in STEM education

Algorithmic thinking development through physical computing activities with Arduino in STEM education

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.

DEVELOPMENT OF ALGORITHMIC THINKING OF STUDENTS IN THE COURSE OF INFORMATICS

DEVELOPMENT OF ALGORITHMIC THINKING OF STUDENTS IN THE COURSE OF INFORMATICS

Algorithmic Thinking as the Meaningful Component of Cognitive Competencies of the Future Engineer

The given paper contains the explanation of the importance of algorithmic thinking development and introduces the idea of special formation of the operational components of this thinking in order to improve the mastering of the educational actions in the sphere of mathematics. The research describes certain specific features of studying higher mathematics at Technical Universities. The aim of the research is to determine experimentally and substantiate the impact of the development of algorithmic thinking components on the level of mathematical knowledge and skills formation. On the base of Vinnytsia National Technical University in 2017, 2018, 2019 the experiment was carried out, it consisted of two stages: exploratory stage and formative stage. We responded 275 students. Main conclusions: the problem of algorithmic thinking formation of schoolchildren and students is generally recognized in the world; only a small number of students are able to apply the operational components of algorithmic thinking comprehensively in a holistic process of solving various problems, manage their mental activity consciously and think logically; if students develop techniques of mental actions, which are the main components of algorithmic thinking (the ability to generalize, classify, draw analogies, establish patterns and reason logically), it contributes to better learning of higher mathematics.

A versenyek szerepe az algoritmikus gondolkodás fejlesztésében, az Országos Méh-Ész Logikai Verseny bemutatása

Az algoritmikus gondolkodás fejlesztése különböző színtereken és különböző eszközök segítségével valósulhat meg, az egyik lehetséges forma a témához kapcsolódó versenyeken való részvétel. Ezek az alkalmak lehetőséget biztosítanak a résztvevők tudásának összemérésére, önismeretük fejlesztésére és nem utolsó sorban élményt és kihívást jelentenek a számukra. Tanulmányomban egy, a 2017/2018-as tanévben útjára indult kezdeményezést, az Országos Méh-Ész Logikai Versenyt és az ehhez kapcsolódó kiegészítő tevékenységeket mutatom be. Megismerhetjük a verseny létrejöttének előzményeit, bepillantást nyerhetünk a szervezés és megvalósítás folyamatába, nehézségeibe. Bemutatásra kerülnek a megrendezés két éve során elért sikerek a résztvevők számának és a versennyel kapcsolatos visszajelzések tükrében. A megvalósítás során szerzett tapasztalatok közül kiemelt figyelmet szentelek az egyik legnagyobb veszélyforrásnak, a nagymértékű lemorzsolódásnak és az ennek elkerülése érdekében tett lépéseknek.

DEVELOPMENT OF ALGORITHMIC THINKING IN PRESCHOOL AND PRIMARY SCHOOL STUDENTS AT PROGRAMMING AND ROBOTICS CLASSES

The article considers the features of the continuous development of algorithmic thinking in preschoolers and primary school students at programming and robotics classes. The expediency of using various software and hardware tools for preschoolers and primary school students, such as Gigo Kids First Coding & Robotics, the freeware PictoMir, the LEGO Education WeDo robotic kit, and the object-oriented visual programming environment Scratch, is described. Practical tips for using these products are provided.

A Neo-Piagetian Analysis of Algorithmic Thinking Development through the “Sorted” Digital Game

Sorting is a fundamental computing concept. As for today, it is taught at the secondary school level. However, this kind of algorithm is an obstacle for some students due to its high level of abstraction. To prevent discouragement as well as to incorporate a fun and challenging algorithmic task, a novel tablet-based digital game, Sorted, was created to serve the purpose. This research article embraces the neo-Piagetian framework of cognitive development and provides the theoretical-based explanation of how high school students establish sorting algorithms as a result of the digital gameplay. Twenty-three tenth-grade students, who have no proper knowledge of sorting algorithms, participated voluntarily in this study. They played the game with a multi-level design involving multiple unknowns. To later reflect on their operational reasoning and hence decision-making, the series of game actions were logged for individual empirical data. The sorting algorithm formation can be deduced from the logged sequential actions. They were coded and analyzed according to the neo-Piagetian framework to elicit the students’ operational reasoning. The discovery of the relations between actions and schematic reasoning to solve sorting problems suggests the impact of a digital game on algorithmic thinking development, and, in general, the use of a game for self-learning of computing concepts.

The influence of SRA programming on algorithmic thinking and self-efficacy using Lego robotics in two types of instruction

This study investigates the development of algorithmic thinking as a part of computational thinking skills and self-efficacy of primary school pupils using programmable robots in different instruction variants. Computational thinking is defined in the context of twenty-first century skills and describes processes involved in (re)formulating a problem in a way that a computer can process it. Programming robots offers specific affordances as it can be used to develop programs following a Sense-Reason-Act (SRA) cycle. The literature provides evidence that programming robots has the potential to enhance algorithmic thinking as a component of computational thinking. Specifically there are indications that pupils who use SRA-programming learn algorithmic skills better and achieve a higher level of self-efficacy in an open, scaffold learning environment than through direct instruction. In order to determine the influence of the instruction variant used, an experimental research design was made in which pupils solved algorithm-based mathematical problems (grid diagrams) in a preliminary measurement and their self-efficacy determined via a questionnaire. As an intervention, pupils learn to solve programming issues in pairs using “Lego NXT” robots and “Mindstorms” software in two instruction variants. The post-measurement consists of a Lego challenge, solving mathematical problems (grid diagrams), and a repeated self-efficacy questionnaire. This research shows an increase of our measures on algorithmic thinking dependent on the amount of SRA usage (though not significant). Programming using the SRA-cycle can be considered as the cause of the measured effect. The instruction variant used during the robotic intervention seems to play only a marginal role.

PSYCHOLOGICAL AND PEDAGOGICAL CONDITIONS OF PROFESSIONAL ACTIVITY PREPARATION FOR FUTURE TEACHERS OF GEOGRAPHY

The article defines psychological and pedagogical conditions of preparation of future teachers of geography for professional activity on the basis of competence approach. These features are: the formation of a system of value orientations aimed at effective professional activity and self-development in future teachers of geography; updating the content of vocational training for future teachers of geography in accordance with the requirements of the information society and education reform; the use of blended learning in the preparation of future teachers of geography; formation and development of algorithmic thinking of future teachers of geography. Values orientations determine the vector of activity of the future teacher of geography and determine the efforts that the teacher can make to its implementation. An important role in this structure is given to the motives, aspirations and values of the future teacher of geography. Due to the formation of a system of value orientations aimed at effective professional activity and self-development for future teachers of geography, future teachers of geography will be more active in learning, acquiring knowledge, forming skills that are important for further professional activity. The implementation of the second psychological and pedagogical condition will help to form an independent theoretical and practical base for the preparation of future teachers of geography for professional activity on the basis of a compensatory approach. The implementation of the third psychological and pedagogical condition will increase the efficiency of training of future teachers of geography by providing accessibility, flexibility and taking into account the individual educational needs and capabilities of each student. In addition, the use of blended learning will enhance the motivation, independence and intensification of future teachers of geography, as well as provide them with the skills necessary for effective professional activity. The main tool that can be used to deliver blended learning to future teachers of geography is a content management system that provides an online (distance) component of learning. Information technologies may also be useful for creating visual aids (presentations, diagrams, maps, etc.), teaching materials for students (instructions, manuals, guidelines, etc.), as well as electronic diagnostic tools (electronic testing and on-line systems, online testing. The implementation of the fourth psychological and pedagogical condition will provide an effective process of formation of future geography teachers' readiness for professional activity on the basis of a competent approach on certain roadmaps.

Multidimensional Algorithmic Thinking Development on Mental Learning Platform

The problem of algorithmic thinking development in computer science, computer technology and information technology courses remains relevant despite a lot of research done in the area. The present article is intended to substantiate the mental learning platform for further use of cognitive methods and training tools; it discloses the essence of multidimensional algorithmic thinking and presents mental and embodied (kinaesthetic) programming training tools. The authors arrive at the conclusion that development of multidimensional algorithmic thinking should be carried out through the use of mental algorithmic maps for different styles of thinking, mental and empirical tasks, as well as kinaesthetic simulators. Such training tools involve all channels of perception and greatly contribute to the understanding and better assimilation of “Algorithmization and programming” subject. The results of the research can be useful for computer science teachers at schools and programming teachers at higher educational institutions

Didactic potential of using systems for visualization of algorithms in the process of teaching programming

The article is devoted to the didactic potential on the use of the visualizer of algorithms as software, which graphically demonstrates the work of algorithms for processing input data. There are described the difficulties arising during the study of the fundamentals of algorithmization and programming. The author proposed to use the algorithm visualizer, as an auxiliary visual means of teaching algorithmization, for more successful mastering the mechanism of the algorithms at lectures. The article discusses the functional requirements for the visualizer of algorithms, describes its main elements and guidelines for the use of visualizers of algorithms in the educational process. In order to increase the effectiveness of the educational process, it is proposed to use the visualizer of algorithms for teaching algorithms and programming for students of the “Applied Informatics” direction as future specialists in the information technologies.The purpose of the study is to increase the efficiency of the development of algorithmic thinking among students of the specialty “Computer Science”, due to the support and active use of the algorithm visualizer as an additional visual tool for learning when studying the course “Fundamentals of Programming”.Materials and research methods include the analysis of scientific and methodological literature on the subject under study, the analysis of the problem of developing algorithmic thinking by students, the practical implementation of the learning process of the basics of algorithmization and programming using the developed algorithms visualizer, the analysis of students’ survey results.Results. The research conducted by the author allowed the creation of an instrumental environment an algorithm visualizer that supports the formation of problem solving skills, enhancing the effectiveness of the learning process in the fundamentals of algorithmization and programming and the development of algorithmic thinking. Have been implemented visualizers, that allowing online demonstration of the work of algorithms for processing static data structures (arrays), which contributes to the comprehension and consolidation of theoretical material. Visualizers are introduced into the educational process at Balti State University A. Russo and are used in studying the course “Fundamentals of Programming”.Conclusion. The author comes to the conclusions about the expediency of the visual description of the algorithm, proposes methods for using the algorithms visualizer in the educational process, and highlights positive factors that affect the understanding the mechanism of algorithm execution when organizing training using visualizers.