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Thematische Bibliographien / Activities to develop algorithmic thinking / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „Activities to develop algorithmic thinking“

Autor: Grafiati

Veröffentlicht am 28. Juni 2021

Zuletzt aktualisiert am 29. Juli 2025

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1

Peykova, Deyana, and Kosta Garov. "DEVELOPMENT OF STUDENTS’ ALGORITHMIC THINKING AND DIGITAL LITERACY THROUGH MINECRAFT: EDUCATION EDITION." Education and Technologies Journal 12, no. 2 (2021): 494–99. http://dx.doi.org/10.26883/2010.212.3708.

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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: E

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Liu, Xiaohong, Xiao Wang, Kexue Xu, and Xiaoyong Hu. "Effect of Reverse Engineering Pedagogy on Primary School Students’ Computational Thinking Skills in STEM Learning Activities." Journal of Intelligence 11, no. 2 (2023): 36. http://dx.doi.org/10.3390/jintelligence11020036.

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Computational thinking (CT) is important for students because it is one of the 21st century’s skills. Reverse engineering pedagogy (REP) can improve students’ CT due to its ability to develop students’ cooperativity, algorithmic thinking, creativity, and problem-solving in discipline education. Thus, this study aimed to explore the effect of REP on primary school students’ CT skills in STEM learning activities. A total of 101 fifth graders in a primary school participated in the study for one semester (16 weeks), including 51 students in the experimental group (EG) with REP, and 50 students in

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Khushbu R Khandait. "From Theory to Practice: Integrating Problem-Solving Exercises to Strengthen Computational Thinking." Journal of Information Systems Engineering and Management 10, no. 25s (2025): 42–49. https://doi.org/10.52783/jisem.v10i25s.3934.

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This research investigates the impact of structured problem-solving exercises and logic-building techniques on computer science students' academic performance and their ability to apply these skills to real-world challenges. By integrating problem-solving activities into the curriculum, students can develop critical thinking, algorithmic thinking, and logical reasoning abilities essential for success in the rapidly evolving field of computer science. This study uses a quasi-experimental design with pre- and post-assessment tests, surveys, and interviews to measure students' performance and per

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Jeong, In Woo, Seok Young Hong, and Soo Meen Wee. "The effect of problem-based learning on climate change Subject on Computational Thinking of high school students." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 22 (2022): 95–112. http://dx.doi.org/10.22251/jlcci.2022.22.22.95.

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Objectives The purpose of this study is to develop a problem-based learning class that can promote high school students' computational thinking and to identify computational thinking that appear in the learning stage. Methods To this end, a total of 8 teaching-learning activities (CT-PBL) on climate change subject were designed and implemented for 57 first-year high school students. Before and after class, a questionnaire was conducted to measure computational thinking and the effect of class was reviewed by analyzing it using the paired t-test. In addition, a semi-structured interview b

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Albakry, Nur Safinas, Mohd Ekram AlHafis Hashim, and Mohd Farizal Puandi. "The Integration of AI in Design Thinking for Enhancing Student Creativity and Critical Thinking in Digital Media Learning." Semarak International Journal of Creative Art and Design 4, no. 1 (2025): 24–37. https://doi.org/10.37934/sijcad.4.1.2437.

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The use of Artificial Intelligence (AI) in education has advanced rapidly, creating new prospects for improving creativity and critical thinking, particularly in digital media learning. This paper does a literature analysis to answer the research question: How beneficial is the employment of AI in design thinking-based activities in improving students' creativity and critical thinking in digital media education. A total of 118 peer-reviewed papers from the Scopus database (2020-2025) were initially discovered, with 36 selected after rigorous screening for relevance, methodology, and theme alig

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Dahlan, Irawan, . Dafik, and Made Tirta I. "The Development of RBL-STEM Learning Materials to Improve Students' Computational Thinking Skills in Solving Rainbow Vertex Antimagic Coloring Problems and It's Application for Batik Motif Design." International Journal of Current Science Research and Review 06, no. 07 (2023): 5294–304. https://doi.org/10.5281/zenodo.8198678.

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Abstract : Computational thinking is thinking process that is needed in formulating problems and solutions, so that these solutions can be effective information processing agents in solving problems. Indicators of computational thinking consist of problem decomposition, algorithmic thinking, pattern recognition, abstraction and generalization. To improve higher-order thinking skills, we apply RBL learning integrated with STEM approach and their aplication to batik matif design. To improve students’ thinking skills, it is necessary to develop tools that support the success of learning act

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Mazhorina, M. V., and V. D. Nikishin. "Innovation Theory as a Synthesis of Analytical, Predictive, and Project Activities. LegalOps and IT-Competencies of Lawyers." Actual Problems of Russian Law 20, no. 4 (2025): 24–33. https://doi.org/10.17803/1994-1471.2025.173.4.024-033.

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A contemporary labor market demands employees who are not just legal practitioners but also legal partners and strategists capable of participating in project implementation and business process transformation within cross-functional company (organization) teams. The paper is dedicated to exploring the methodology and practice of organizing analytical, prognostic, and project activities aimed at integrating legal innovation into the university ecosystem of legal education. The authors examine the concepts of legal analytics and legal forecasting, along with the definition, characteristics, and

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Марчук, Микола Сергійович. "МЕТОДИКА ФОРМУВАННЯ ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ІНЖЕНЕРІВ-ПРОГРАМІСТІВ У ПРОЦЕСІ ВИВЧЕННЯ ВІЗУАЛЬНОГО ПРОГРАМУВАННЯ". Modern Information Technologies and Innovation Methodologies of Education in Professional Training Methodology Theory Experience Problems, № 74 (26 лютого 2025): 135–46. https://doi.org/10.31652/2412-1142-2024-74-135-146.

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The paper defines visual programming as an interactive approach to software development that combines graphical elements with dynamic, real-time interactions, allowing programmers to create complex algorithms through visual metaphors and physical manipulation of objects. Unlike classical methods, visual programming is not limited to static blocks or interfaces, but enables users to actively interact with program data and logic in an interactive environment that includes modeling, simulation, and real-world program tweaking. Taking into account the peculiarities of visual programming in the for

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Trong Hieu, Bui. "Connecting Discrete Structures and Python: Transforming Discrete Structures Education." International Journal of Advanced Multidisciplinary Research and Studies 5, no. 1 (2025): 295–98. https://doi.org/10.62225/2583049x.2025.5.1.3653.

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This paper presents a Python-integrated framework for teaching Discrete Structures, focusing on bridging the gap between theoretical concepts and practical applications. The primary goals of this framework are to enhance student engagement, improve conceptual clarity, develop computational thinking, and provide real-world relevance to abstract topics. By leveraging Python’s intuitive syntax and versatile libraries, such as itertools for combinatorics and networkx for graph theory, the framework transforms traditional teaching methods into a hands-on, interactive learning experience. The framew

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BILOBROV, O. "CONTENT AND STRUCTURE OF THE CONCEPTUAL CONSTRUCT «INFORMATION AND DIGITAL COMPETENCE OF STUDENTS»." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no. 2 (2022): 62–73. http://dx.doi.org/10.31494/2412-9208-2022-1-2-62-73.

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The article substantiates the content and structure of the conceptual construct of «information and digital competence of students» of secondary schools. It is noted that there is no single approach to determining the information and digital competence of students in the use of information and digital technologies in their educational activities, and those that exist are typologically related, with different component structure. Based on the analysis of modern understanding of the pedagogical phenomenon of «information and digital competence» the definition of «information and digital competen

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Klimina, N. V., and I. А. Morozov. "The program of the advanced training course for teachers of mathematics and informatics "Graphs and graph models: methods of visual processing "." Informatics and education, no. 3 (June 4, 2021): 31–41. http://dx.doi.org/10.32517/0234-0453-2021-36-3-31-41.

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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

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Jastrzębowska, Kalina. "Opening tasks, opening minds – a rediscovery of the open-ended approach." Problemy Wczesnej Edukacji 52, no. 1 (2021): 181–95. http://dx.doi.org/10.26881/pwe.2021.52.13.

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Open-ended tasks are designed such that they may have more than one correct solution or may be solved in more than one way. Although such tasks constitute an irreplaceable tool for prompting young learners to be actively and creatively involved in mathematical discourse, their implementation poses a challenge. Primary school students in Poland are usually offered algorithmic and rote teaching methods and are thus very often deprived of important elements of successful mathematics learning. The ubiquitous teacher-centred approach dedicates little time to any contribution from learners. The aim

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Мирончук, Наталія. "SELECTION CRITERIA OF RESEARCH EDUCATIONAL TASKS FOR THE FORMATION OF STUDENTS' ORGANIZATIONAL SKILLS." Modern Information Technologies and Innovation Methodologies of Education in Professional Training Methodology Theory Experience Problems, no. 70 (January 18, 2024): 114–22. http://dx.doi.org/10.31652/2412-1142-2023-70-114-122.

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The article summarizes the views of researchers regarding the criteria definition for the selection of educational content (curriculum, subjects, topics, textbooks, research tasks, etc.). The criteria for selecting research educational tasks for the formation of organizational skills of students are singled out and characterized. It is emphasized that the exploratory nature of education in specialized education institutions increases the role of students' organizational skills, the formation of which reflects the ability to organize observation, experimentation, search and research, project ac

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Yadav, Dr Seema. "NAVIGATING THE LANDSCAPE OF AI INTEGRATION IN EDUCATION: OPPORTUNITIES, CHALLENGES, AND ETHICAL CONSIDERATIONS FOR HARNESSING THE POTENTIAL OF ARTIFICIAL INTELLIGENCE (AI) FOR TEACHING AND LEARNING." BSSS Journal of Computer 15, no. 1 (2024): 38–48. http://dx.doi.org/10.51767/jc1503.

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The introduction of Artificial Intelligence (AI) into education marks a significant transformation in the approaches to teaching and learning. This paper explores the opportunities and challenges of using AI in educational settings, highlighting its potential to personalize instruction, facilitate learning activities, and enhance assessment processes. It also explores how teachers are increasingly serving as facilitators, mentors, and ethical guides, utilizing AI to enhance student-centred learning and develop critical thinking abilities. Emphasizing equity, inclusivity, and ethical considerat

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Zawojski, Piotr. "The Invisible World of Images. From “Nonhuman” to “Undigital” Photography in Joanna Zylinska’s Reflections." Images. The International Journal of European Film, Performing Arts and Audiovisual Communication 31, no. 40 (2023): 13–36. http://dx.doi.org/10.14746/i.2022.40.01.

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   The article presents the theoretical views and, to a lesser extent, artistic practices of Joanna Zylinska, who in her artistic activity combines epistemological strategies of a researcher and theorist with her activities in the field of art. She develops in different manners an original project of philosophy as photography, or photography as a form of philosophizing. Posthumanist and post-anthropocentric inspirations and the inclusion of her reflections in a wider circle of a nonhuman turn constitute an epistemological framework of numerous statements devoted to the “photo

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Pak, N. I. "A Mental Approach to Digital Transformation of Education." Open Education 25, no. 5 (2021): 4–14. http://dx.doi.org/10.21686/1818-4243-2021-5-4-14.

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Purpose of the study. The rapid and widespread dissemination of digital technologies in society necessitates the fastest and most effective digital transformation of education. The processes of digitalization of education face difficulties associated with unreasonable updates of the means and methods of electronic and distance learning in traditional methodological systems, the unpreparedness of teaching staff for professional activities in the new realities, laboriousness and large material and intellectual costs. In this regard, innovative approaches are of interest to achieve greater effici

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O'RINOV, NODIRBEK TOXIRJONOVICH, MUZAFFAR OLIMJON O'G'LI QODIROV, and BARNO USARBAYOVNA NAZAROVA. "Methods of Teaching Computer Science Based on Mobile Technologies." Euro Afro Studies International Journal, (EASIJ.COM), 3, no. 6 (2021): 52–69. https://doi.org/10.5281/zenodo.5000735.

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The article discusses methods of teaching computer science at school based on the use of mobile devices (smartphones, tablets and other portable computers) and cloud technologies that provide information exchange between students and teachers. Based on the didactic tasks that arise in the learning process, appropriate teaching methods are proposed, focused on the work of students with different types of information and the development of software products using mobile devices. Considering the subject specifics of the discipline "Informatics and ICT" at the school, offers teaching met

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KONONETS, N., V. BALIUK, I. KHUDOLII, and V. KOLESNIK. "RESOURCE-ORIENTED MODEL OF FORMATION OF DIGITAL COMPETENCE OF FUTURE SPECIALISTS IN THE INFORMATION ACTIVITIES OF THE ENTERPRISE IN THE PROCESS OF STUDYING THE FUNDAMENTALS OF PROGRAMMING." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 31 (August 7, 2023): 104–11. http://dx.doi.org/10.33989/2075-146x.2023.31.283331.

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In the article, the authors present a resource-oriented model of the formation of digital competence of future specialists in information activities in the process of learning the fundamentals of programming, which is considered as a complex of organizational and methodological conditions - specific interrelated factors (goals, content, forms and methods of training, information, digital educational resources, etc.), necessary for systematic influence on the personality of students in order to form all its components. The key idea of the resource-oriented model is that the formation of digital

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Чуприков, C. C., та М. С. Шишков. "ОЛИМПИАДА ЦЕНТРА ПЕДАГОГИЧЕСКОГО МАСТЕРСТВА КАК СРЕДСТВО ФОРМИРОВАНИЯ ОБРАЗОВАТЕЛЬНОЙ ТРАЕКТОРИИ ОБУЧАЮЩИХСЯ". Журнал "Вестник Челябинского государственного педагогического университета", № 1(185) (28 лютого 2025): 259–83. https://doi.org/10.25588/cspu.2025.185.1.014.

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Введение. Статья посвящена исследованию роли олимпиады Центра педагогического мастерства (ЦПМ) по робототехнике в формировании индивидуальных образовательных траекторий школьников. Актуальность исследования обусловлена разнородностью образовательных программ в робототехнике, где олимпиадные форматы выступают системообразующим элементом. Особое внимание уделяется влиянию олимпиады на профессиональное самоопределение учащихся и развитие инженерно-алгоритмических компетенций. Материалы и методы. В основу исследования лег анализ структуры олимпиады ЦПМ, включая возрастную дифференциацию (младшая,

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Geda, Gábor, and Csaba Biró. "A Possible Way to Develop Algorithmic Thinking." Acta Didactica Napocensia 13, no. 1 (2020): 19–28. http://dx.doi.org/10.24193/adn.13.1.3.

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Doc, Nguyen Van, Nguyen Minh Giam, Nguyen Thi Hoai Nam, Ngo Tu Thanh, and Nguyen Thi Huong Giang. "Applying Algorithmic Thinking to Teaching Graphs of Functions For Students Through Geogebra." Journal of Education For Sustainable Innovation 1, no. 2 (2023): 85–94. http://dx.doi.org/10.56916/jesi.v1i2.554.

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Algorithmic thinking is a term that is of interest to many educators and teachers. Algorithmic thinking plays an important role not only in problem solving but also in solving real world problems. The article presents some concepts of algorithmic thinking; propose the process of applying algorithmic thinking to teaching function graphs for students through GeoGebra online, helping students to draw all functions in the fastest way. GeoGebra is integrated with algorithms used to graph any function online that students cannot do. GeoGebra is used effectively, interactively and actively supported

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Bálint-Svella, Éva-Katalin. "Az algoritmikus gondolkodás fejlesztése oktatási robotokkal az óvodában: A fejlesztési program pilot tesztelése." PedActa 13, no. 1 (2023): 1–8. http://dx.doi.org/10.24193/pedacta.13.1.1.

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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 framew

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Byrka, Marian, Andrii Sushchenko, Volodymyr Luchko, Galina Perun, and Victoria Luchko. "ALGORITHMIC THINKING IN HIGHER EDUCATION: DETERMINING OBSERVABLE AND MEASURABLE CONTENT." Information Technologies and Learning Tools 104, no. 6 (2024): 1–13. https://doi.org/10.33407/itlt.v104i6.5750.

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Nowadays algorithmic thinking, as a key demand and the main requirement of technology-based society, extensively expands outwards the computer science area and rapidly becomes a meaningful instrumentality for effective realization of any information activities with or without ICT. This instrumentality creates new opportunities and possibilities for improvement of the effectiveness of any educational professional activities in the higher education context by creating problem-solving algorithms completely within the ICT area, as well as non-ICT-based algorithms that provide clear technological s

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Gonda, Dalibor, Viliam Ďuriš, Anna Tirpáková, and Gabriela Pavlovičová. "Teaching Algorithms to Develop the Algorithmic Thinking of Informatics Students." Mathematics 10, no. 20 (2022): 3857. http://dx.doi.org/10.3390/math10203857.

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Modernization and the ever-increasing trend of introducing modern technologies into various areas of everyday life require school graduates with programming skills. The ability to program is closely related to computational thinking, which is based on algorithmic thinking. It is well known that algorithmic thinking is the ability of students to work with algorithms understood as a systematic description of problem-solving strategies. Algorithms can be considered as a fundamental phenomenon that forms a point of contact between mathematics and informatics. As part of an algorithmic graph theory

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Kanaki, Kalliopi, Stergios Chatzakis, and Michail Kalogiannakis. "Fostering Algorithmic Thinking and Environmental Awareness via Bee-Bot Activities in Early Childhood Education." Sustainability 17, no. 9 (2025): 4208. https://doi.org/10.3390/su17094208.

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In order to meet the learning demands and challenges of the 21st century, computational thinking (CT) skills are important to start developing in early childhood education. The best way to cultivate CT skills, such as algorithmic thinking, is by implementing multidisciplinary education, introducing state-of-the-art technological tools, and adopting engaging teaching strategies like robotics. Within this context, we introduce a play-based educational framework that is developmentally appropriate for second graders and aims to exercise pupils’ algorithmic thinking amid the Environmental Studies

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Sari, Ariesta Kartika, Tatag Yuli Eko Siswono, and Agung Lukito. "Algorithmic thinking skill of prospective ICT teachers in solving mathematical task." Edelweiss Applied Science and Technology 9, no. 6 (2025): 1307–19. https://doi.org/10.55214/25768484.v9i6.8103.

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Algorithmic thinking is also one of the competencies we must develop in digital literacy and the ICT era. This study aims to determine the algorithmic thinking skills of prospective ICT teachers viewed from the accuracy and systematics in the steps to solve a mathematical problem. This research uses a descriptive quantitative approach, with a non-experimental design. The sampling technique was purposive sampling. The participants were 85 students of the informatics education program as prospective ICT teachers. Data analysis refers to the results and steps of task completion. Analysis of the p

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Velasco-Ramírez, María, and Alma Otero-Escobar. "El impacto del uso de Scratch para favorecer el pensamiento algorítmico en estudiantes de educación superior." Revista Innova Educación 5, no. 4 (2023): 105–20. http://dx.doi.org/10.35622/j.rie.2023.05v.006.

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This research work presents the proposal of a technopedagogical intervention strategy aimed at promoting algorithmic thinking. The construct of algorithmic thinking is defined, and the selected technopedagogical strategy is described, which involves the use of the Scratch programming environment to develop algorithmic thinking through an electronic platform. The research was conducted using a quantitative, cross-sectional, and descriptive approach with a pretest-posttest design for a group of 48 students majoring in Computer Systems Administration at the University of Veracruz who were taking

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Stoković, Gordana. "Methodological approach to developing algorithmic thinking using educational robots in classroom teaching." Metodicka praksa 28, no. 1 (2025): 47–58. https://doi.org/10.5937/metpra28-52276.

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Algorithmic thinking is a problem-solving approach and one of the core skills pupils develop interactively during primary education. One approach to developing algorithmic thinking is working with physical digital devices such as educational robots. The aim of this paper is to present the methodological approaches in developing algorithmic thinking using educational robots, as well as alternative approaches in case of lack of technology. The code writing is shown through 4 different methodological approaches, as well as the transformation from the square grid into a linear algorithm. When writ

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Törley, Gábor, László Zsakó, and Péter Bernát. "Didactic Connection between Spreadsheet and Teaching Programming." Athens Journal of Τechnology & Engineering 9, no. 2 (2022): 77–94. http://dx.doi.org/10.30958/ajte.9-2-1.

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When we talk about problem-solving skills, then, generally, programming comes to our minds as an activity that can develop algorithmic thinking and abstraction. Regarding the spreadsheet, the software application area could be our first, and mathematics could be our second thought. When spreadsheets and programming are mentioned together, programming of macros is in focus, which is in fact programming. In this paper, we want to focus on how these two areas impact each other, and we want to emphasize that the spreadsheet is an efficient tool to develop algorithmic thinking. Moreover, there is m

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Griffiths, Catherine. "Computational Visualization for Critical Thinking." Journal of Science and Technology of the Arts 11, no. 2 (2019): 9–17. http://dx.doi.org/10.7559/citarj.v11i2.666.

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This paper looks back at historical precedents for how computational systems and ideas have been visualized as a means of access to and engagement with a broader audience, and to develop a new more tangible language to address abstraction. These precedents share a subversive ground in using a visual language to provoke new ways of engaging with about complex ideas. Two new approaches to visualizing algorithmic systems are proposed for the emerging context of algorithmic ethics in society, looking at prototypical algorithms in computer vision and machine learning systems, to think through the m

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Mensan, Tracy, Kamisah Osman, and Nazatul Aini Abdul Majid. "PROMOTING ALGORITHMIC THINKING THROUGH UNPLUGGED PRIMARY SCIENCE ACTIVITY IN RURAL SCHOOLS." International Journal of Modern Education 6, no. 23 (2024): 793–800. https://doi.org/10.35631/ijmoe.623054.

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Algorithmic thinking, a method for solving problems through a step-by-step process that leads to a solution, is an essential component of computational thinking. Combining computational thinking and artificial intelligence (AI) in rural areas through unplugged activities provides an innovative approach to enhance science inquiry education. This article proposed the integration of algorithmic thinking and artificial intelligence (AI) within rural primary science education through hands-on, unplugged activities. Recognizing the challenges posed by limited digital access in these areas, the study

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WIEGEL, NARINE L., and EMILIANO METTINI. "ALGORITHMIC, UNDIFFERENTIATED AND DIFFERENTIATED THINKING IN MEDICAL PRACTICE." Arhe 21, no. 42 (2024): 221–34. https://doi.org/10.19090/arhe.2024.42.221-234.

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This article discusses different ways of thinking used in medical practice. Authors analyze questions concerning medical decision making, and examine impact they have on quality of medical care. First kind of thinking under inquiring is algorithmic thinking. It is used by doctors when they adhere to algorithms and protocols in making decision. Algorithms can standardize diagnosis and treatment process, which can reduce risk of error and improve efficiency of medical assistance. However, algorithmic thinking can lead to standardized approaches, having as consequence ignoring of individual patie

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Horbatiuk, Roman M., та Vitalii V. Kabak. "ВИКОРИСТАННЯ ІНФОРМАЦІЙНОЇ СИСТЕМИ ALGOSTUDY У ПРОЦЕСІ ФОРМУВАННЯ АЛГОРИТМІЧНОГО МИСЛЕННЯ МАЙБУТНІХ ІНЖЕНЕРІВ-ПЕДАГОГІВ У ГАЛУЗІ КОМП’ЮТЕРНИХ ТЕХНОЛОГІЙ". Information Technologies and Learning Tools 69, № 1 (2019): 124. http://dx.doi.org/10.33407/itlt.v69i1.2385.

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The specificities of algorithmic thinking formation for engineer-teachers in the field of computer technologies, that is an important intellectual part of their professional activities, have been determined in the article. The information system AlgoStudy has been created in the programming environment Adobe Flash CS6. Its structural components have been built with the use of Flash animation. The pedagogical software product is some Flash App with the given consistency of footages. The transition between these footages is realized with the help of the navigation in such sections: modeling, alg

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Cardoso, Mário Anibal, Elsa Maria Gabriel Morgado, and Levi Leonido. "Unleashing Creative Synergies: A Mixed-Method Case Study in Music Education Classrooms." Applied Sciences 13, no. 17 (2023): 9842. http://dx.doi.org/10.3390/app13179842.

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Algorithmic music composition has been gaining prominence and recognition as an innovative approach to music education, providing students with opportunities to explore creativity, computational thinking, and musical knowledge. This study aims to investigate the impact of integrating algorithmic music composition in the classroom, examining its influence on student engagement, musical knowledge, and creative expression, as well as to enhance computational thinking skills. A mixed-method case study was conducted in three Basic Music Education classrooms in the north of Portugal, involving 71 pa

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Putri, Yusriyyah Febriani, Kadir Kadir, and Ahmad Dimyati. "Analysis of Content Validity on Mathematical Computational Thinking Skill Test for Junior High School Student Using Aiken Method." Hipotenusa : Journal of Mathematical Society 4, no. 2 (2022): 108–19. http://dx.doi.org/10.18326/hipotenusa.v4i2.7465.

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Computational thinking skills are a relevant approach to future problem-solving. Therefore, these skills need to be integrated into mathematics learning in schools. This research is part of developing mathematical computational thinking skill tests for junior high school students. In this segment, the study aims to analyze the content validity of the mathematical computational thinking skill test. The main stages in this research are define, design, and develop. Expert validation data were collected using Google Form sheets. The analysis technique used is the content validity technique with th

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Toxirov, Feruz Jamoliddinovich, and Ruxsora Kamtar qizi O'ktamova. "HOW TO CREATE AND USE ELECTRONIC EDUCATIONAL RESOURCES FOR THE DEVELOPMENT OF STUDENTS 'PROGRAMMING ALGORITHMIC THINKING." Results of National Scientific Research 2, no. 7 (2023): 5–13. https://doi.org/10.5281/zenodo.8115458.

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This article provides suggestions and recommendations for creating and using an e-learning resource to develop students' algorithmic and logical thinking in programming in the C ++ Builder programming environment.

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Nurgabyl, Duisebek N., and Kuanysh S. Nurpeissov. "The task of plotting flat cross-sections of polyhedrons as a means of developing divergent and algorithmic thinking and spatial representation ability." Scientific Herald of Uzhhorod University Series Physics, no. 55 (February 4, 2024): 22–31. http://dx.doi.org/10.54919/physics/55.2024.2psr2.

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Relevance. In this work, we developed problems on plotting the flat sections of polyhedrons in the case when the prism section is defined by the trace which is located on the plane of the prism base and does not have common points with the base of the prism, and by point, which belongs to the side rib of the prism. Purpose. The purpose of the article is to establish that when solving problems on the construction of plane sections of polyhedra, students complete tasks; apply axioms and geometric properties; form and develop spatial representations; develop divergent and algorithmic thinking, th

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Kornchulee, Sungkaew, Lungban Piyamas, and Lamhya Sirinya. "Game development software engineering: digital educational game promoting algorithmic thinking." International Journal of Electrical and Computer Engineering (IJECE) 12, no. 5 (2022): 393–5404. https://doi.org/10.11591/ijece.v12i5.pp5393-5404.

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The purpose of this study is to create a digital educational game that promotes algorithmic thinking for elementary school students. However, the processes of game development differ from traditional software development which cannot guarantee its effectiveness in terms of human-machine interfaces. In this article, we propose a new game development software engineering (GDSE) as a model for game development. This new model aims to complement and mitigate the shortcomings of traditional software development. The principles of human-computer interaction are now incorporated in the new model. The

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Sungkaew, Kornchulee, Piyamas Lungban, and Sirinya Lamhya. "Game development software engineering: digital educational game promoting algorithmic thinking." International Journal of Electrical and Computer Engineering (IJECE) 12, no. 5 (2022): 5393. http://dx.doi.org/10.11591/ijece.v12i5.pp5393-5404.

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<span>The purpose of this study is to create a digital educational game that promotes algorithmic thinking for elementary school students. However, the processes of game development differ from traditional software development which cannot guarantee its effectiveness in terms of human-machine interfaces. In this article, we propose a new game development software engineering (GDSE) as a model for game development. This new model aims to complement and mitigate the shortcomings of traditional software development. The principles of human-computer interaction are now incorporated in the ne

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Tugan, Alp, and Ayse Hazar Koksal. "Algorithmic Art Praxis: A Framework for Contextualized Programming Education." Journal of Design Studio 7, no. 1 (2025): 5–29. https://doi.org/10.46474/jds.1613349.

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The amalgamation of computational thinking (CT) with contextualized instruction provides a sturdy framework for enriching programming education, especially for novice learners in designcentric higher education programs, where visual and experiential learning modalities prevail. CT, recognized as a critical methodology for solving complex programming challenges, underpins the development of the Algorithmic Art Praxis (ALAP) Categories—a structured toolkit designed to bridge abstract computational concepts with tangible, art-based applications. This research utilizes a rigorously curated online

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Perkins, Ayanna, Elexis Allen, Kiyah Stokes, and Danielle Jones. "Scratch Day: Hands-On Computational Thinking Activites for Youth and Adults." Journal of Technology-Integrated Lessons and Teaching 4, no. 1 (2025): 96–107. https://doi.org/10.13001/jtilt.v4i1.9345.

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This lesson engages K-12 students, educators, and parents in original Scratch Day activities developed for lower-level (K-5th grade), upper-level (6th-12th grade), and post-secondary (adult) audiences. These lessons targeted individuals with limited knowledge regarding computational thinking. Activities involved sequencing and algorithmic expressions using block-based coding on the ScratchJr and Scratch web apps. Participants engaged in collaborative conversation and problem-solving as they made creative design decisions and debugged when they encountered coding issues.

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Aminah, Neneng, Yohanes Leonardus Sukestiyarno, Adi Nur Cahyono, and Siti Mistima Maat. "Student activities in solving mathematics problems with a computational thinking using Scratch." International Journal of Evaluation and Research in Education (IJERE) 12, no. 2 (2023): 613. http://dx.doi.org/10.11591/ijere.v12i2.23308.

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The progress of the times requires students to be able to think quickly. Student activities in learning are always associated with technology and students’ thinking activities and are expected to think computationally. Therefore, this study aimed to determine how learning with the concept of computational thinking (CT) using the Scratch program can improve students’ mathematical problem-solving abilities. An exploratory research design was conducted by involving 132 grade VIII students in Kuningan, Indonesia. Data analysis began with organization, data description, and statistical testing. The

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Aminah, Neneng, Yohanes Leonardus Sukestiyarno, Adi Nur Cahyono, and Siti Mistima Maat. "Student activities in solving mathematics problems with a computational thinking using Scratch." International Journal of Evaluation and Research in Education (IJERE) 12, no. 2 (2023): 613–21. https://doi.org/10.11591/ijere.v12i2.23308.

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The progress of the times requires students to be able to think quickly. Student activities in learning are always associated with technology and students’ thinking activities and are expected to think computationally. Therefore, this study aimed to determine how learning with the concept of computational thinking (CT) using the Scratch program can improve students’ mathematical problem-solving abilities. An exploratory research design was conducted by involving 132 grade VIII students in Kuningan, Indonesia. Data analysis began with organization, data description, and statistical

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Al-Haj Bedar, Rana, and Muhannad Anwar Al-Shboul. "The Effect of Using STEAM Approach on Developing Computational Thinking Skills among High School Students in Jordan." International Journal of Interactive Mobile Technologies (iJIM) 14, no. 14 (2020): 80. http://dx.doi.org/10.3991/ijim.v14i14.14719.

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The growing demand for combining digital technology with learning practices has surpassed the use of technology or learning how to use it into the process of enhancing learners’ intellectual levels and scaffolding their understanding by focusing on skills that include thought processes gathered in what is called computational thinking. On the other hand, educational challenges promote the search for new instructional tools and approaches. Consequently, learning shall be extended by superimposing science, technology, engineering, arts, and mathematics (STEAM) approach in the instructional pract

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Sari*, Indah Juwita, R. Ahmad Zaky El Islami, Desi Nur Eka Fitriana, et al. "Plug and Unplugged Activities to Enhance Computational Thinking Self Efficacy of Pre-service Biology Teachers." Jurnal Pendidikan Sains Indonesia 12, no. 2 (2024): 393–402. http://dx.doi.org/10.24815/jpsi.v12i2.37016.

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Currently, plug-and-unplugged activities for learning statistics are needed to determine students' mindsets when solving statistical problems manually, using calculations without programming as an unplugged activity and for data analysis as a plug activity. This research analyzes computational thinking self-efficacy in pre-service biology teachers by implementing plug-and-unplugged activities in statistics learning. The research method used is a case study with a computational thinking self-efficacy questionnaire instrument. The sample used was 107 pre-service biology teachers at a university

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Zabot, Diego, Saulo Ribeiro de Andrade, and Ecivaldo De Souza Matos. "Computational Thinking and Digital Games: Developing Skills With Fun." Journal on Computational Thinking (JCThink) 3, no. 1 (2020): 80. http://dx.doi.org/10.14210/jcthink.v3.n1.p80.

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INTRODUCTION: Several researchers consider the importance of Computational Thinking being presented and developed from the earliest years of basic education and, furthermore, that digital games can be one of the vehicles to introduce it to children in schools. However, before developing new game solutions for this purpose, it is important to recognize how games can actually contribute to develop Computational Thinking, as well as to identify which skills have been worked on. OBJECTIVE: In this sense, this article presents the synthesis of a systematic mapping, whose objective was to identify h

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Karapetyan, Vladimir. "FUNCTIONS OF ALGORITHMIC THINKING IN THE PROCESS OF DEMONSTRATING CHESS SKILLS." Problems of Psychology in the 21st Century 15, no. 2 (2021): 48–52. http://dx.doi.org/10.33225/ppc/21.15.48.

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Technological upgrades, progressive scientific and technical developments are a direct reflection of the challenges of the 21st century, the overcoming of which implies a review of the content of education and the results obtained from it, aimed at developing a creative, self-planning, results’ predicting personalities. The acquisition of the mentioned qualities is ensured by the introduction of a chess game in the educational process, the purpose of which is not only to learn chess, but also to develop cognitive, emotional qualities at young age (Karapetyan & Misakyan, 2020), action predi

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Mucat, Geraldine Bagowan. "CREATIVE REASONING VS. ALGORITHMIC THINKING: IMPACTS ON STUDENT PERFORMANCE IN MATHEMATICS EDUCATION." Cognizance Journal of Multidisciplinary Studies 4, no. 12 (2024): 58–65. https://doi.org/10.47760/cognizance.2024.v04i12.006.

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In the field of mathematics education, one of the most questions remaining beneath debate is whether students' advancement of scientific thinking and problem-solving is supported more by tackling assignments with given enlightening or by solving them without enlightening. It has been contended, that giving small or no instruction for a numerical errand produces a numerical battle, which can encourage learning. This see in differentiate, tasks in which schedule methods can be connected can lead to mechanical reiteration with small or no conceptual understanding. This consider contrasts Inventiv

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Geraldine, Bagowan Mucat. "CREATIVE REASONING VS. ALGORITHMIC THINKING: IMPACTS ON STUDENT PERFORMANCE IN MATHEMATICS EDUCATION." Cognizance Journal of Multidisciplinary Studies (CJMS) 4, no. 12 (2024): 58–65. https://doi.org/10.47760/cognizance.2024.v04i12.006.

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In the field of mathematics education, one of the most questions remaining beneath debate is whether students' advancement of scientific thinking and problem-solving is supported more by tackling assignments with given enlightening or by solving them without enlightening. It has been contended, that giving small or no instruction for a numerical errand produces a numerical battle, which can encourage learning. This see in differentiate, tasks in which schedule methods can be connected can lead to mechanical reiteration with small or no conceptual understanding. This consider contrasts Inventiv

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Bosova, L. L. "Coding as a tooL for forming ComputationaL thinking of students." Informatics in school, no. 10 (December 18, 2020): 4–10. http://dx.doi.org/10.32517/2221-1993-2020-19-10-4-10.

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The article outlines the developmental and social aspects of teaching coding to schoolchildren: the development of thinking, the formation of new values of the digital society, understanding the rules of behavior in the digital environment. Coding is a powerful tool for developing computational (algorithmic) thinking. The article shows a variant of teaching coding, which allows schoolchildren to independently invent algorithms, develop their thinking, and improve their abilities. Namely, an example of a sequence of coding tasks on the topic "Integers and operations on them" for elementary scho

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