Thinking In Primary Schools Research Articles

DEVELOPING CRITICAL THINKING IN PRIMARY SCHOOL STUDENTS: MAIN FUNCTIONS AND METHODOLOGICAL TECHNIQUES

DEVELOPING CRITICAL THINKING IN PRIMARY SCHOOL STUDENTS: MAIN FUNCTIONS AND METHODOLOGICAL TECHNIQUES

The Effect of Time Management and Help-Seeking in Self-Regulation-Based Computational Thinking Learning in Taiwanese Primary School Students

Computational thinking skills are increasingly required for working with information technology products and are considered core learning objectives in science and technology curriculums across all grades. However, there is yet to be a curriculum model for computational thinking, and many teachers are still figuring out this issue and designing courses to cultivate these skills in students. We planned 8-course periods for 108 curriculums, using the Bebras International Computational Thinking Challenge and programming learning motivation scale to evaluate game-based lessons from Code.org. The grade-3 and -4 students were randomly divided into self-regulation and guided-learning groups, and 153 valid data were analyzed using paired t tests and ANCOVA. As a result, we found the learning behaviors of the two groups of students to be worthy of further exploration in terms of time management and help-seeking learning strategies. Code.org’s game-based lessons effectively engage students to complete most of the course, addressing the usual course completion issues when self-paced. The self-regulation group spent more time in peer discussions and had better learning outcomes than the guided-learning group. To this end, we provide detailed curriculum information as a teaching model for the self-regulated learning of computational thinking in primary schools.

Computational thinking in primary school: effects of student and school characteristics

Computational thinking in primary school: effects of student and school characteristics

Critical Thinking in the Kurdistan Region of Iraq Schools: A Case Study of Two Prominent Schools in Erbil

Critical thinking goes beyond memorization, promotes independent thinking and reasoned judgment. It is a crucial element in connecting ideas, solving problems, and creating knowledge. Schools are considered to be among the initial steps in developing critical thinking where pedagogical methods would guarantee the formation of it. Critical thinking in schools develops the intellectual capability instead of using it as a memory bank of information where mind does not have any role to play. This work is an attempt to demonstrate role and effect of practicing critical thinking in primary school and analyse reflection and ability of practicing critical thinking in the Kurdistan Region of Iraq. The study relies on deep interview and observation of eighth-grade students and teachers in two prominent schools in Erbil, focusing on four different subjects. Type of questions raised by teachers and students during the lectures have been examined, and a detailed analysis of the reflection and ability to practice critical thinking is presented.

DEVELOPMENT OF ALGORITHMIC AND PROGRAMMING THINKING AT PRIMARY SCHOOL IN STATE EDUCATIONAL PROGRAMS

Emerging countries have education program development that is outdated compared to advanced countries in terms of content, approaches, delivery, training, and use of technology. While Kazakhstan aims to raise its digital literacy to at least 80% by 2022, most of its grade school students have limited knowledge and exposure to information technology. In 2018, most of the professionals across Kazakhstan received digital literacy training from the government, yet this is insufficient to equip teachers with the knowledge and skills to properly educate young learners in computer science or programming. With limited experience in teaching computer science and the absence of teaching manuals that take into account Kazakhstan’s culture and learning styles, teachers may be unable to efficiently educate young learners. Indeed, information technology creates opportunities to enhance the educational and cognitive activities of young schoolchildren (6-10) but only if it can be properly utilized. The author believes that the same situation is true for the rest of the developing economies. Emerging economies need to have proper teacher training, facilities, and guidelines to successfully develop the algorithmic and programming thinking of children at primary school. The research aim is algorithmic and programming thinking development at primary school in state educational programs in selected countries (Kazakhstan, Hungary, Slovakia). In the field of the development of algorithmic and programmatic thinking in primary school, the author also means how programmable toys and robots are used to consider the methodology of teaching computer science. The author provides a literature review and a comparative study of state educational programs of Hungary, Slovakia, and Kazakhstan, particularly in primary school computer science with the purpose of the importance of the development of algorithmic and programming thinking in primary school in individual state curricula. The results will be used to help improvements in computer science programs for primary schoolchildren.

THEORETICAL AND METHODICAL BASIS OF DEVELOPING PRIMARY SCHOOL PUPILS’ CRITICAL THINKING

The importance of developing primary school pupils’ critical thinking are substantiated in the article. Nowadays, a lesson in primary school involves the introduction of innovative methods and techniques that make it possible to develop pupils’ positive motivation for the need to acquire new knowledge, the ability to analyze, interpret and systematize information and use it in life situations or future professional activities.The purpose of the paper is to reveal the theoretical and methodical basis of developing primary school pupils’ critical thinking; to substantiate the main methods of developing critical thinking in primary school lessons.Methods: psychological and educational literature analysis, analogy, induction and deduction.Results. The use of technology for the developing critical thinking in primary school lessons is becoming more and more important. A modern school should prepare pupils for the future life through the forming schoolchildren’s ability to think critically, to select and analyze the necessary information, to use knowledge to solve educational and life situations independently. The implementation of technology for developing critical thinking is a complex, but interesting process of mastering knowledge and forming skills, because it requires thorough preparation, long-term planning, skillful implementation from the teacher, since the educational process has an obvious dialogic orientation between the teacher and the pupil, where the teacher plays an important role. As a result of the application of technology for the developing critical thinking, pupils’ analytical thinking, creative abilities are developed, and their intellect is enriched. The technology for developing critical thinking allows to upbring an active, communicatively competent personality, prepared for future life communication, capable of solving problems and making specific decisions in the changed circumstances of communication in the conditions of a modern lesson. A pupil who has developed critical thinking, has the ability to perceive, understand, interpret, evaluate an informational text, express his / her position in a reasoned way, competently justify his / her opinion, taking into account the opinions of the interlocutor. It is this personality that the school is designed to develop in modern lessons in the aspect of technology for developing critical thinking.
 Keywords: critical thinking; primary school pupils; technology for developing critical thinking; creative thinking; three-stage lesson structure; phase of evocation; awareness and comprehension of knowledge; reflection phase.

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.

Collaborative Game-Based Environment and Assessment Tool for Learning Computational Thinking in Primary School: A Case Study

Computational thinking (CT) can be considered a 21st century core skill and, accordingly, it should be taught to students at an early age. Nevertheless, the implementation of CT in school curricula is still in an experimental stage, given that different performance metrics remain unclear, including the appropriate age for learning each skill, the significant and achievable computational concepts for each school year, teaching strategies, learning effectiveness, and strategies for assessing development. Based upon constructivist problem-solving learning strategies and supported by a three-dimensional framework, a game-based environment with both individual and collaborative playing modes has been developed as a learning and an assessment tool via learning analytics. Moreover, an exploratory case study has been carried out involving 176 primary school students. Results suggest that this environment is suitable as a learning and assessment tool for CT skills in primary school, providing enduring learning, particularly when it engages the collaborative playing mode. It seems to be better adapted to early primary school stage students, who showed greater improvements and who were able to assimilate more computational concepts than expected. Likewise, special needs or low percentile students benefit even more greatly from the learning tool and especially from the collaborative playing mode. The combination of different assessment methodologies—including CT pre- and posttests, data-driven analytics, direct observation, and questionnaires—provides assessment for each of the framework computational dimensions.

Teaching computational thinking in primary schools: Worldwide trends and teachers’ attitudes

Computational thinking (CT) as one of the 21st century skills enters early years education. This paper aims to study the worldwide tendencies of teaching CT through computing in primary education and primary school teachers? understanding of CT. A survey of 52 countries has been performed and complemented by a qualitative study of 15 countries. In order to identify teachers? understanding-level of CT and its integration approach in the class activities, a case study of 110 in-service teachers from 6 countries has been performed. The implications of the research results may be useful for primary school educators, educational initiatives, government authorities, policy makers, e-learning system and content developers dealing with support for teachers aiming to improve their CT professional development qualification.

Evaluation of the Educational Drama as an Innovative Method to be Adopted by Teachers in Order to Enhance Critical Thinking Skills of Students in Primary School

The aim of this study is to examine and determine the extent to which educational drama, as an innovative teaching approach, can cultivate critical thinking of students in primary school. Based on the principles of educational drama, 15 theatrical workshops were designed in relation with and corresponding to the culture and interests of the specific age group. The experimental method that was followed, was designed and implemented in three discrete stages including: the pre-research stage, the main research stage and the results extraction stage. The sample comprising 400 students aged 8-10 has been drawn from six different primary schools in Greece, the subjects of which were randomly selected. Five critical thinking skills were studied, including subtraction, induction, observation, reliability, detection and troubleshooting skills. The qualitative and quantitative data collected was next triangulated in order to lead to the desired result. The results confirmed the main research hypothesis, hence educational drama, as an innovative method, can enhance students' critical thinking in primary school.

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.

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Measuring creativity and critical thinking in primary school

Measuring creativity and critical thinking in primary school

FORMATION OF CREATIVE THINKING IN PRIMARY SCHOOL STUDENTS.

FORMATION OF CREATIVE THINKING IN PRIMARY SCHOOL STUDENTS.

The scope of autonomy when teaching computational thinking in primary school

Abstract During the 21st century, there has been an increased interest in the field of computational thinking as a consequence of the ever faster technical development. However, educating future generations in programming and computational thinking is not trivial. Many different platforms and teaching approaches can be used for this purpose. Inspired by the UK initiative with BBC micro:bit, this paper strives to identify what may be important to consider when designing teaching materials with the BBC micro:bit for training Swedish primary school learners’ computational thinking skills relating to mathematical and technical school subjects. This has been investigated in an iterative process, by conducting 21 workshops with the goal to support primary school teachers in developing BBC micro:bit teaching materials. The contribution of this paper is the Scope of autonomy model, which is based on the relation between learning potential, the risk of feeling overwhelmed, and the amount of choices provided in exercises. The model aim to support teachers in developing and appropriating material for teaching programming and computational thinking with individual progression in accordance with the new curriculum.

Robotics and computational thinking in primary school

Abstract This paper reports on a research study that examined how Australian primary school teachers integrated robotics and coding in their classrooms and the perceived impact this had on students’ computational thinking skills. The study involved four primary school teachers, (Years 1–6) from four schools, introducing LEGO® WeDo® 2.0 robotics kits in their classrooms. The data collected from questionnaires, journal entries, and semi-structured interviews were analyzed using computational thinking and teaching frameworks. The results demonstrate that exploring with and using the robot kits, and activities, helped the teachers build their confidence and knowledge to introduce young students to computational thinking. The study identified that teacher professional development (PD) needs to focus explicitly on how to teach developmentally appropriate robotics-based STEM activities that further promote computational concepts, practices, and perspectives.

The Association of Strategy Use and Concrete-Operational Thinking in Primary School

Concrete-operational thinking depicts an important aspect of cognitive development. A promising approach in promoting these skills is the instruction of strategies. The construction of such instructional programs requires insights into the mental operations involved in problem-solving. In the present paper, we address the question to which extent variations of the effect of isolated and combined mental operations (strategies) on correct solution of concrete-operational concepts can be observed. Therefore, a cross-sectional design was applied. The use of mental operations was measured by thinking-aloud reports from 80 first- and second-graders (N = 80) while solving tasks depicting concrete-operational thinking. Concrete-operational thinking was assessed using the subscales conservation of numbers, classification and sequences of the TEKO. The verbal reports were transcribed and coded with regard to the mental operations applied per task. Data analyses focused on tasks level, resulting in the analyses of N = 240 tasks per subscale. Differences regarding the contribution of isolated and combined mental operations (strategies) to correct solution were observed. Thereby, the results indicate the necessity of selection and integration of appropriate mental operations as strategies. The results offer insights in involved mental operations while solving concrete-operational tasks and depict a contribution to the construction of instructional programs.

Year Five Pupils’ Understanding of Relationship Between Addition and Subtraction

Conceptual understanding of properties of operations is an important element of algebraic thinking in primary school. Mathematical processes should be focused rather than mathematical products starting from primary school. The purpose of this study was to examine the Year Five pupils' understanding of relationship between addition and subtraction. Researchers utilized quantitative approach to investigate Year Five pupils' conceptual understanding of addition and subtraction. Pencil and paper-based assessment consisting of three items was employed to collect the data. The three items comprised direction of change and relationship between addition and subtraction items. The three items also consist of reasoning sections. This article reports the analysis of the responses of 720 Year Five pupils from a district of Malacca. The findings showed the majority of the sample were unable to perform well for the items testing relationship between addition and subtraction. They could not work with addition and subtraction properties. The majority of them were also unable to provide conceptual reasoning for their answer. Only about half of the sample were aware about the inverse relationship of addition and subtraction.

Computational Thinking Initiation. An experience with robots in Primary Education

Computational Thinking (CT) is an increasingly interesting educational trend, since it is currently thought that the next generation will need to master this skill in order to succeed in modern life. At the same time, research indicates that motivation is a key element that affects the effectiveness of educational processes. Consequently, educators should take into account this fact when designing teaching sequences. In this paper, we present a robotics-based instruction for third-grade students aimed at introducing computational thinking ideas. The experience was carried out with 63 students. An assessment of different indicators concerning learning outcomes, such as mental rotation or computation thinking gains, was performed. In particular, from a motivational perspective, a test developed by Keller (1983; 1987; 2010) was employed in order to assess four dimensions: attention, relevance, confidence and satisfaction. Results show the participants’ high motivation after working with robot computational ideas. These results may eventually support the use of educational robotics in order to promote students’ development of computational thinking in primary schools.

Computational Thinking in Primary School: An Examination of Abstraction and Decomposition in Different Age Groups

Computational thinking describes the thought process of formulating problems and their solutions in a way that can be carried out by a computer. Despite a growing effort to implement computational thinking skills in primary schools, little research has been conducted about what skills to teach at what age. This is a problem for teachers working in primary education, wanting to teach computational thinking skills. The research questions that guide this study are as follows: (1) How is age influencing the students’ success in tasks related to computational thinking? (2) How difficult are lessons about computational thinking perceived by students? (3) What are the students’ perceptions of their learning experiences? 210 primary school students between the age of 6 and 12 participated in this study. Lessons from the Barefoot Computing project are used as an introduction into two computational thinking subjects: abstraction and decomposition. The first main finding concerns the relation between age and the discussed computational thinking skills; abstraction and decomposition. Second, an interaction is found between gender and the abstraction task. Third, for both tasks, there are no significant differences between age groups on perceived difficulty, cognitive load, and flow. Implications and directions for future research are discussed.