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Download full textSouza, Isabelle M. L.; Andrade, Wilkerson L.; Sampaio, Lívia M. R. – Informatics in Education, 2022
Nowadays, solving problems is substantial for the social relationship human. Computational Thinking (CT) emerges as an interdisciplinary thought process encompassing mental abilities to help students solve and understand problems. Researchers invest in the methodological proposal of activities aimed at CT stimulation, educational approaches, and…
Descriptors: Robotics, Vocational Education, High School Students, Thinking Skills
Nijenhuis-Voogt, Jacqueline; Bayram-Jacobs, Durdane; Meijer, Paulien C.; Barendsen, Erik – Informatics in Education, 2022
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…
Descriptors: Algorithms, Concept Formation, Problem Solving, Thinking Skills
Kalelioglu, Filiz; Dogan, Dilek; Gulbahar, Yasemin – Informatics in Education, 2022
This study aims to provide a deeper understanding about the Bebras tasks, which is one of the computational thinking (CT) unplugged activities, in terms of age level, task category, and CT skills. Explanatory sequential mixed method was adopted in the study in order to collect data according to the research questions. The participants of the study…
Descriptors: Foreign Countries, Computation, Thinking Skills, Problem Solving
Ragonis, Noa; Shmallo, Ronit – Informatics in Education, 2022
Object-oriented programming distinguishes between instance attributes and methods and class attributes and methods, annotated by the "static" modifier. Novices encounter difficulty understanding the means and implications of "static" attributes and methods. The paper has two outcomes: (a) a detailed classification of aspects of…
Descriptors: Programming, Computer Science Education, Concept Formation, Thinking Skills
Ginat, David – Informatics in Education, 2021
The notion of algorithm may be perceived in different levels of abstraction. In the lower levels it is an operational set of instructions. In higher levels it may be viewed as an object with properties, solving a problem with characteristics. Novices mostly relate to the lower levels. Yet, higher levels are very relevant for them as well. We…
Descriptors: Problem Solving, Computation, Comparative Analysis, Competence
Mirolo, Claudio; Izu, Cruz; Lonati, Violetta; Scapin, Emanuele – Informatics in Education, 2021
When we "think like a computer scientist," we are able to systematically solve problems in different fields, create software applications that support various needs, and design artefacts that model complex systems. Abstraction is a soft skill embedded in all those endeavours, being a main cornerstone of computational thinking. Our…
Descriptors: Computer Science Education, Soft Skills, Thinking Skills, Abstract Reasoning
Denning, Peter J.; Tedre, Matti – Informatics in Education, 2021
Over its short disciplinary history, computing has seen a stunning number of descriptions of the field's characteristic ways of thinking and practicing, under a large number of different labels. One of the more recent variants, notably in the context of K-12 education, is "computational thinking", which became popular in the early 2000s,…
Descriptors: Thinking Skills, Computation, Computer Science, Mathematics
Taslibeyaz, Elif; Kursun, Engin; Karaman, Selcuk – Informatics in Education, 2020
The primary purpose of this study is to investigate CT skills development process in learning environments. It is also aimed to determine the conceptual understanding and measurement approaches in the studies. To achieve these aims, a systematic research review methodology was implemented as the research design. Empirical studies on computational…
Descriptors: Thinking Skills, Skill Development, Problem Solving, Programming
Karakasis, Christodoulos; Xinogalos, Stelios – Informatics in Education, 2020
At 21st century Computational Thinking (CT) is considered a fundamental skill that anyone should possess and develop from a young age. Serious games and more specifically educational games (EGs) are a promising means of introducing algorithmic thinking and programming concepts and engaging students through the process of learning. In this article,…
Descriptors: Educational Technology, Technology Uses in Education, Game Based Learning, Computation
Palts, Tauno; Pedaste, Margus – Informatics in Education, 2020
Computer science concepts have an important part in other subjects and thinking computationally is being recognized as an important skill for everyone, which leads to the increasing interest in developing computational thinking (CT) as early as at the comprehensive school level. Therefore, research is needed to have a common understanding of CT…
Descriptors: Models, Skill Development, Computation, Thinking Skills
Csizmadia, Andrew; Standl, Bernhard; Waite, Jane – Informatics in Education, 2019
In computer science education at school, computational thinking has been an emerging topic over the last decade. Even though, computational thinking is interpreted and integrated in classrooms in different ways, an identification process about what computational thinking is about has been in progress among computer science school-teachers and…
Descriptors: Constructivism (Learning), Computation, Thinking Skills, Class Activities
Juškeviciene, Anita; Dagiene, Valentina – Informatics in Education, 2018
The European Commission Science Hub has been promoting Computational Thinking (CT) as an important 21st century skill or competence. However, „despite the high interest in developing computational thinking among schoolchildren and the large public and private investment in CT initiatives, there are a number of issues and challenges for the…
Descriptors: Computation, Thinking Skills, Computer Literacy, Skill Development
Teodosiev, Teodosi; Nachev, Anatoli – Informatics in Education, 2012
This paper discusses some difficulties in teaching introductory courses to programming, paying particular attention to their mathematical nature. We consider some aspects, which have not been commented in detail in textbooks and often neglected by course outlines and schedules. Some of these are constructing complex conditions, exceeding array…
Descriptors: Introductory Courses, Programming, Teaching Methods, Educational Practices
