Programming is a new subject in the Swedish curriculum, as a part in teaching mathematics. Literature studies highlights the need of empirical studies in order to develop computational thinking. “Making” is a pedagogical practice used in teaching programming which, according to previous research, has been successful with the aim of creating code in programming environments. However, there is critical opinions about the use of making and how the use of the practice can enable computational thinking. The purpose has therefore been to investigate the opportunities and difficulties that may arise in the use of making, as well as what active actions students choose to do when they encounter “bugs” when creating code. The aim of the study is therefore to investigate and deepen the understanding of the use to develop computational thinking in programming environments in later years mathematic education. In order to achieve the purpose of the study, participant observations were used as method in two classes in grades 7. Centrally for the method is that the observation amplifies with interviews. The result provides a basis for data which resulted in three subcategories in the material analysis, based on the theoretical framework of the study, which is computational thinking. The categories were named ”everyday examples”, “mathematics and programming syntax” and “endurance” (when student encounter “bugs”). The categories provided a basis for the opportunities and difficulties that can arise when using making and how teachers are supposed to teach to motivate students during bugs while creating code to develop computational thinking.

<p>  </p> <p>The concept of computational thinking (CT) has become more prevalent across the engineering education research and teaching landscape. Yet much of the research to date has been more definitional and has not offered many ways to convert CT theory to practice. One prominent set of tools used across engineering disciplines is modeling and simulation, which allows students to create a representation of the outside world as they understand it. </p> <p>This three-paper dissertation connects modeling and simulation skills with eliciting CT by leveraging model-based reasoning as a theoretical framework. A learning design was created and delivered here via design-based research that includes educational frameworks such as productive failure and model-eliciting activities (MEAs) to structure the modeling activity within a classroom setting. The designed learning intervention used a four-part sequence to scaffold the modeling activity in the classroom: (1) planning the model, (2) building the model, (3) evaluating the model, and (4) reflecting on the model. A case study of a final-year capstone course in biological engineering implemented the four-week designed learning intervention as part of the course. </p> <p>The guiding research question for the study was <em>how do modeling and simulation activities elicit computational thinking practices in the context of undergraduate engineering education? </em>To approach this question, data were collected in audio transcripts and student-generated artifacts to identify areas where the modeling activity elicited different forms of CT in the student work. The first study examined how CT was elicited within the model-building phase and developed an initial codebook for CT practices and outcomes using thematic analysis. The second and third studies built upon that codebook and further the outcomes by analyzing the modeling activity's planning and evaluating/reflecting phases. The results indicate that CT is used throughout the entire modeling and simulation process as students engage in model-based reasoning. The identified CT practices of abstraction, algorithmic thinking, evaluation, generalization, and decomposition emerged from a thematic analysis, and each practice was further characterized and refined into a set of outcomes. Furthermore, each phase of the modeling activity emphasized unique CT outcomes suggesting that students would benefit from enacting the entire modeling and simulation process to acquire and practice a diverse range of CT outcomes. </p>

Educators in the current era face more pressure to meet learners' growing digital age learning needs, which may require fostering more vital computational thinking skills. To ensure the desired learning outcomes are attained, it is critical to know how to provide the appropriate type of guidance and assistance. The findings of this research may be significant to computer science instructors and instructional designers interested in fostering computational thinking skills and improving programming skills by designing effective worked examples. Following the integrative review methodology, the study examined the current literature on worked examples in a programming setting to determine the compelling designs of worked examples. In addition, this study examined the most employed instructional design principles in developing effective worked examples and explored factors and circumstances that may have impacted the effectiveness of those designs. This study's findings indicated several successful designs of worked examples to promote computational thinking skills in programming problems / Doctor of Philosophy / Educators focus on fulfilling learners' expanding digital age learning requirements, which may require developing more critical computational thinking skills. It is vital to understand how to give appropriate guidance and support to achieve the intended learning results in programming courses. The outcomes of this study may be helpful to computer science educators and instructional designers who aim to support learners in gaining more advanced computational thinking skills. The study used the integrative review approach to investigate the current literature on worked examples in a programming context to discover the compelling designs of worked examples. The study provides information about the factors that may affect the design in addition to discuss several instructional design principles in regard to worked examples. The outcomes of this study showed numerous successful designs of worked examples that are helping in enhancing computational thinking skills in programming tasks.

Computadores impactam em quase todos os aspectos de nossas vidas, porém as escolas não conseguem acompanhar esse caminho sem volta. A simples utilização massiva de aparatos tecnológicos na sala de aula não garante a melhoria do ensino, porém pode ser o meio pelo qual os estudantes encontram alternativas para a solução de problemas complexos. O Pensamento Computacional é uma abordagem de ensino que usa diversas técnicas oriundas da Ciência da Computação e vem gerando um novo foco educacional no quesito inovação nas escolas mundiais como um conjunto de competências de solução de problemas que devem ser compreendidos por uma nova geração de estudantes em conjunto com as novas competências do século 21 (i.e., pensamento crítico, colaboração, etc.). Até o momento, não há um consenso de metodologia de ensino e disponibilidade de material para atender as expectativas dos professores. Para auxiliar sanar essa incerteza, esta pesquisa tem como objetivo a verificação da possibilidade de desenvolver o Pensamento Computacional na Educação Básica utilizando exclusivamente atividades desplugadas (sem o uso de computadores) em estudantes da educação primária para que crianças em regiões/escolas onde não há computadores/dispositivos eletrônicos, Internet e até mesmo energia elétrica também possam se beneficiar desse método. Os resultados obtidos através de uma abordagem Quase-Experimental em escolas Espanholas e Brasileiras, apresentam dados estatísticos que apontam uma melhoria significativa no desempenho dos estudantes que tiveram atividades de Pensamento Computacional Desplugado em ambos os países. / Computational thinking is nowadays being widely adopted and investigated. Educators and researchers are using two main approaches to teach these skills in schools: with computer programming exercises, and with unplugged activities that do not require the use of digital devices or any kind of specific hardware. While the former is the mainstream approach, the latter is especially important for schools that do not count with proper technology resources, Internet connections or even electrical power. However, there is a lack of investigations that prove the effectiveness of the unplugged activities in the development of computational thinking skills, particularly in primary schools. This paper, which summarizes a quasi-experiment carried out in two primary schools in Spain and Brazil, tries to shed some light on this regard. The results show that students in the experimental groups, who took part in the unplugged activities, enhanced their computational thinking skills significantly more than their peers in the control groups who did not participate during the classes, proving that the unplugged approach is effective for the development of this ability.

Computadores impactam em quase todos os aspectos de nossas vidas, porém as escolas não conseguem acompanhar esse caminho sem volta. A simples utilização massiva de aparatos tecnológicos na sala de aula não garante a melhoria do ensino, porém pode ser o meio pelo qual os estudantes encontram alternativas para a solução de problemas complexos. O Pensamento Computacional é uma abordagem de ensino que usa diversas técnicas oriundas da Ciência da Computação e vem gerando um novo foco educacional no quesito inovação nas escolas mundiais como um conjunto de competências de solução de problemas que devem ser compreendidos por uma nova geração de estudantes em conjunto com as novas competências do século 21 (i.e., pensamento crítico, colaboração, etc.). Até o momento, não há um consenso de metodologia de ensino e disponibilidade de material para atender as expectativas dos professores. Para auxiliar sanar essa incerteza, esta pesquisa tem como objetivo a verificação da possibilidade de desenvolver o Pensamento Computacional na Educação Básica utilizando exclusivamente atividades desplugadas (sem o uso de computadores) em estudantes da educação primária para que crianças em regiões/escolas onde não há computadores/dispositivos eletrônicos, Internet e até mesmo energia elétrica também possam se beneficiar desse método. Os resultados obtidos através de uma abordagem Quase-Experimental em escolas Espanholas e Brasileiras, apresentam dados estatísticos que apontam uma melhoria significativa no desempenho dos estudantes que tiveram atividades de Pensamento Computacional Desplugado em ambos os países. / Computational thinking is nowadays being widely adopted and investigated. Educators and researchers are using two main approaches to teach these skills in schools: with computer programming exercises, and with unplugged activities that do not require the use of digital devices or any kind of specific hardware. While the former is the mainstream approach, the latter is especially important for schools that do not count with proper technology resources, Internet connections or even electrical power. However, there is a lack of investigations that prove the effectiveness of the unplugged activities in the development of computational thinking skills, particularly in primary schools. This paper, which summarizes a quasi-experiment carried out in two primary schools in Spain and Brazil, tries to shed some light on this regard. The results show that students in the experimental groups, who took part in the unplugged activities, enhanced their computational thinking skills significantly more than their peers in the control groups who did not participate during the classes, proving that the unplugged approach is effective for the development of this ability.

Computadores impactam em quase todos os aspectos de nossas vidas, porém as escolas não conseguem acompanhar esse caminho sem volta. A simples utilização massiva de aparatos tecnológicos na sala de aula não garante a melhoria do ensino, porém pode ser o meio pelo qual os estudantes encontram alternativas para a solução de problemas complexos. O Pensamento Computacional é uma abordagem de ensino que usa diversas técnicas oriundas da Ciência da Computação e vem gerando um novo foco educacional no quesito inovação nas escolas mundiais como um conjunto de competências de solução de problemas que devem ser compreendidos por uma nova geração de estudantes em conjunto com as novas competências do século 21 (i.e., pensamento crítico, colaboração, etc.). Até o momento, não há um consenso de metodologia de ensino e disponibilidade de material para atender as expectativas dos professores. Para auxiliar sanar essa incerteza, esta pesquisa tem como objetivo a verificação da possibilidade de desenvolver o Pensamento Computacional na Educação Básica utilizando exclusivamente atividades desplugadas (sem o uso de computadores) em estudantes da educação primária para que crianças em regiões/escolas onde não há computadores/dispositivos eletrônicos, Internet e até mesmo energia elétrica também possam se beneficiar desse método. Os resultados obtidos através de uma abordagem Quase-Experimental em escolas Espanholas e Brasileiras, apresentam dados estatísticos que apontam uma melhoria significativa no desempenho dos estudantes que tiveram atividades de Pensamento Computacional Desplugado em ambos os países. / Computational thinking is nowadays being widely adopted and investigated. Educators and researchers are using two main approaches to teach these skills in schools: with computer programming exercises, and with unplugged activities that do not require the use of digital devices or any kind of specific hardware. While the former is the mainstream approach, the latter is especially important for schools that do not count with proper technology resources, Internet connections or even electrical power. However, there is a lack of investigations that prove the effectiveness of the unplugged activities in the development of computational thinking skills, particularly in primary schools. This paper, which summarizes a quasi-experiment carried out in two primary schools in Spain and Brazil, tries to shed some light on this regard. The results show that students in the experimental groups, who took part in the unplugged activities, enhanced their computational thinking skills significantly more than their peers in the control groups who did not participate during the classes, proving that the unplugged approach is effective for the development of this ability.

<div> <p>In order to achieve broadening participation in computer science and other careers related to computing, middle school classrooms should provide students opportunities (tasks) to think like a computer scientist. Researchers in computing education promote the idea that programming skill should not be a pre-requisite for students to display computational thinking (CT). Thus, some tasks that aim to deliberately elicit students’ CT competency should be stand-alone tasks rather than coding fluency-oriented tasks. Guided by this approach, this assessment design process began by examining national standards in CT. A Q-matrix (i.e., item–attribute alignment table) was then developed and modified using (a) literature in CT, (b) input from subject-matter experts, and (c) cognitive interviews with a small sample of students. After multiple-choice item prototypes were written, pilot-tested, and revised, 15 of them were finally selected to be administered to 564 students in two middle schools in the Mid-western US. Through cognitive diagnostic modeling, the estimation results yielded mastery classifications or subscores that can be used diagnostically by teachers. The results help teachers facilitate students’ <i>mastery orientations</i>, that is, to address the gap between what students know and what students need to know in order to meet desired learning goals. By equipping teachers with a diagnostic classification based assessment, this research has the capacity to inform instruction which, in turn, will enrich students’ learning experience in CT. </p> </div> <br>

Esta tese descreve um estudo quase experimental que teve como objetivo: investigar a relação entre a construção do Pensamento Computacional e o desenvolvimento do raciocínio de estudantes dos últimos anos do Ensino Fundamental. A pesquisa foi realizada utilizando um curso de extensão em Desenvolvimento de Games, ofertado em 2 escolas particulares de Porto Alegre, tendo a participação de 50 alunos. A prática de ensino-aprendizagem proposta foi construída com base em pressupostos teóricos da aprendizagem significativa e aprendizagem experiencial. O Pensamento Computacional e o raciocínio dos alunos foram avaliados antes e após o término do curso, sendo utilizados para este fim o Teste de Pensamento Computacional e as provas que compõe a Bateria de Provas de Raciocínio – BPR-5. A análise estatística dos dados permitiu evidenciar um incremento do Pensamento Computacional, bem como do Raciocínio Verbal, Raciocínio Abstrato e Raciocínio Mecânico dos alunos que participaram do experimento. Comprovou-se também uma correlação positiva entre o Pensamento Computacional e os cinco tipos de raciocínio avaliados. Os resultados deste estudo demonstram como a construção do Pensamento Computacional contribuí no desenvolvimento cognitivo dos alunos e é apresentada uma proposta pedagógica que pode servir de referência para novos estudos na área. / This thesis describes a quasi-experimental study aimed to investigate a relationship between the construction of Computational Thinking and the development of students' reasoning in Middle School. A research was carried out during a course about Games Development, offered in two private schools in Porto Alegre, with 50 students. The proposed teaching-learning practice was built on the theoretical assumptions of meaningful learning and experiential learning. Both, Computational Thinking and reasoning, of the students were measured before and after the course, using a Computational Thinking Test and a set of reasoning evidence tests (BPR-5). The statistical analysis of the data showed an increase in Computational Thinking, as well as Verbal Reasoning, Abstract Reasoning and Mechanical Reasoning of the students participating in the experiment. There was also a positive observation between Computational Thinking and the five types of reasoning. The results of this study demonstrate how the construction of Computational Thinking contributes to the cognitive development of students and presents a pedagogical proposal that can serve as a reference for new studies in the area.

Esta tese descreve um estudo quase experimental que teve como objetivo: investigar a relação entre a construção do Pensamento Computacional e o desenvolvimento do raciocínio de estudantes dos últimos anos do Ensino Fundamental. A pesquisa foi realizada utilizando um curso de extensão em Desenvolvimento de Games, ofertado em 2 escolas particulares de Porto Alegre, tendo a participação de 50 alunos. A prática de ensino-aprendizagem proposta foi construída com base em pressupostos teóricos da aprendizagem significativa e aprendizagem experiencial. O Pensamento Computacional e o raciocínio dos alunos foram avaliados antes e após o término do curso, sendo utilizados para este fim o Teste de Pensamento Computacional e as provas que compõe a Bateria de Provas de Raciocínio – BPR-5. A análise estatística dos dados permitiu evidenciar um incremento do Pensamento Computacional, bem como do Raciocínio Verbal, Raciocínio Abstrato e Raciocínio Mecânico dos alunos que participaram do experimento. Comprovou-se também uma correlação positiva entre o Pensamento Computacional e os cinco tipos de raciocínio avaliados. Os resultados deste estudo demonstram como a construção do Pensamento Computacional contribuí no desenvolvimento cognitivo dos alunos e é apresentada uma proposta pedagógica que pode servir de referência para novos estudos na área. / This thesis describes a quasi-experimental study aimed to investigate a relationship between the construction of Computational Thinking and the development of students' reasoning in Middle School. A research was carried out during a course about Games Development, offered in two private schools in Porto Alegre, with 50 students. The proposed teaching-learning practice was built on the theoretical assumptions of meaningful learning and experiential learning. Both, Computational Thinking and reasoning, of the students were measured before and after the course, using a Computational Thinking Test and a set of reasoning evidence tests (BPR-5). The statistical analysis of the data showed an increase in Computational Thinking, as well as Verbal Reasoning, Abstract Reasoning and Mechanical Reasoning of the students participating in the experiment. There was also a positive observation between Computational Thinking and the five types of reasoning. The results of this study demonstrate how the construction of Computational Thinking contributes to the cognitive development of students and presents a pedagogical proposal that can serve as a reference for new studies in the area.

abstract: Computational thinking, the creative thought process behind algorithmic design and programming, is a crucial introductory skill for both computer scientists and the population in general. In this thesis I perform an investigation into introductory computer science education in the United States and find that computational thinking is not effectively taught at either the high school or the college level. To remedy this, I present a new educational system intended to teach computational thinking called Genost. Genost consists of a software tool and a curriculum based on teaching computational thinking through fundamental programming structures and algorithm design. Genost's software design is informed by a review of eight major computer science educational software systems. Genost's curriculum is informed by a review of major literature on computational thinking. In two educational tests of Genost utilizing both college and high school students, Genost was shown to significantly increase computational thinking ability with a large effect size. / Dissertation/Thesis / Masters Thesis Computer Science 2015