Journal articles: 'Code.org'

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Wilson, Cameron. "What's Up Next for Code.org?" Computer 46, no. 8 (August 2013): 95–97. http://dx.doi.org/10.1109/mc.2013.292.

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Aguilar Enríquez, Franklin Daniel. "Uso de lenguajes de programación para desarrollar el razonamiento lógico matemático en los niños." Revista Científica UISRAEL 6, no. 2 (June 21, 2019): 64–72. http://dx.doi.org/10.35290/rcui.v6n2.2019.114.

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La investigación se centra en el lenguaje de programación utilizado en Code.org para el desarrollo del razonamiento lógico matemático en los niños de nivel medio de educación básica en el Ecuador, el cual se considera como el más idóneo para que los niños trabajen en la programación informática, ya que cuenta con una interfaz gráfica amigable y se programa sobre objetos, todo lo cual ayuda además a mejorar su desempeño en otras áreas. La vinculación de los conceptos Code.org, del lenguaje de programación y de la lógica matemática constituye la guía primordial de la investigación que, en definitiva, tiene como finalidad comprobar, en el contexto ecuatoriano, si la programación ejerce o no alguna influencia sobre la capacidad lógica matemática del niño, y, de ejercerla, de qué forma lo hace, cuál es su metodología y cuáles son los fundamentos pedagógicos en el proceso de enseñanza-aprendizaje. Los resultados finales reflejaron que la enseñanza del lenguaje de programación en Code.org estimula la capacidad lógico-matemática de los estudiantes, tanto de manera general como en cada uno de los indicadores estudiados.

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Kaminski, Márcia Regina, and Clodis Boscarioli. "Uso do ambiente Code.org para ensino de programação no Ensino Fundamental I - uma experiência no Desafio Hora do Código." Revista ENCITEC 9, no. 1 (April 27, 2019): 63. http://dx.doi.org/10.31512/encitec.v9i1.2499.

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Resumo: O ensino de programação pode oferecer importantes contribuições ao desenvolvimento dos estudantes. Vários movimentos incentivam o ensino de programação nas escolas por meio de eventos como os da Hora do Código. A plataforma Code.org é um ambiente utilizado para promoção destes eventos que disponibiliza gratuitamente jogos educacionais para o ensino de programação. Este trabalho relata a experiência da participação de alunos de 2º a 5º ano de Ensino Fundamental I de uma escola pública em um destes eventos ocorrido no Estado do XXXXXX. Os resultados positivos motivaram a escola a estender as atividades com a plataforma Code.org para alunos de 1º ano e Educação Infantil. Os resultados dessas experiências são também detalhados.Abstract: The teaching of programming is gaining space in the school environment given the contributions it can offer to student development. Several movements encourage this work in schools through events such as Hora do Código. The Code.org platform is an environment used to promote these events that provides free educational games for programming learning. This paper reports the experience of the participation of students from 2nd to 5th year of Elementary School I of a public school in one of these events occurred in the State of XXXX. The positive results motivated the school to extend its activities with the Code.org platform for 1st year students and Early Childhood Education. The results of these experiments are also detailed.

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IPEK, Jale. "Examination of Preservice Teachers’ Views on Peer Learning." Journal of Education and Learning 10, no. 3 (May 14, 2021): 149. http://dx.doi.org/10.5539/jel.v10n3p149.

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This study aimed to examine the preservice teachers’ views on the process after entering Code.org and block-based programming (Scratch) training programs, which are carried out by the peer learning method. The study group of the research consists of 41 preservice teachers at the Computer Education and Instructional Technologies departments of a state university and took the Special Teaching Methods 2 course in the spring semester of the 2017-2018 academic year. Considering the criteria determined by the researcher, 7 preservice teachers were selected as educators. As students, 34 preservice teachers participated in the study. In this study, a qualitative research method was used to determine the opinions of preservice teachers on the Code.org and Scratch training programs, which are carried out by the peer learning method. As a data collection tool, the opinion form for the Code.org training programs, the structure of opinion determination on the Scratch training programs, and the personal information form were used. The total duration of the study consists of eight weeks. Data from the preservice teachers were collected weekly using data collection tools and a content analysis technique used in the analysis of the data. At the end of the study, the opinions of the preservice teachers on the study conducted with the peer learning method were determined. It can be said that preservice teacher generally has positive views on peer learning and are satisfied with the peer learning method.

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Kalelioğlu, Filiz. "A new way of teaching programming skills to K-12 students: Code.org." Computers in Human Behavior 52 (November 2015): 200–210. http://dx.doi.org/10.1016/j.chb.2015.05.047.

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Rim, Hwakyung. "A Study on Teaching using Website 'Code.org' in Programming Education based on Computational Thinking." Journal of Korea Multimedia Society 20, no. 2 (February 28, 2017): 382–95. http://dx.doi.org/10.9717/kmms.2017.20.2.382.

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Novianto, Sendi, Acun Kardianawati, Umi Rosyidah, and Hanny Haryanto. "Pelatihan Berpikir Praktis Melalui Permainan Komputer untuk Siswa SD ISBA 2 Semarang." ABDIMASKU : JURNAL PENGABDIAN MASYARAKAT 3, no. 2 (June 15, 2020): 1. http://dx.doi.org/10.33633/ja.v3i2.82.

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Bermain adalah salah satu kegiatan anak yang tidak dapat dihindari. Kegiatan tersebut adalah kebutuhan utama yang wajib dipenuhi untuk menunjang masa depan mereka. Dari permainan yang dimainkan oleh anak-anak, biasanya merupakan cerminan dari sikap mereka dimasa depan. Dengan adanya perkembangan didunia komputer, permainan menjadi salah satu favorit anak-anak. Untuk dapat memberikan masukan yang positif guna membangun pikiran kritis dalam memecahkan permasalahan, kita dapat memberikan dan mengarahkan anak-anak untuk memainkan game yang bisa membentuk pola tersebut. Code.org adalah salah satu lembaga non profit yang membuat game untuk melatih anak-anak belajar coding pemrograman melalui permainan komputer. Terbukti anak-anak yang memainkan game ini, menjadikan mereka lebih semangat dalam memecahkan permasalahan yang ada.

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Çakıroğlu, Ünal, and Suheda Mumcu. "Focus-Fight-Finalize (3F): Problem-Solving Steps Extracted From Behavioral Patterns in Block Based Programming." Journal of Educational Computing Research 58, no. 7 (June 23, 2020): 1279–310. http://dx.doi.org/10.1177/0735633120930673.

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This exploratory study attempts to determine problem solving steps in block based programming environments. The study was carried out throughout one term within Code.org. Participants were 15 6th grade secondary school students enrolled in an IT course at a public secondary school. Observations, screenshots and interviews were analyzed together to find out what students do and what they think during problem solving process. As a result, three main steps (focus, fight and finalize) were extracted from students’ behavioral patterns. The results suggest that three steps occur in linear or cyclic manner with regard to the programming constructs required for the solution of the problem. Implications for instructors who desire to provide a better learning experience on problem solving through block-based programming are also included.

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Du, Jie, Hayden Wimmer, and Roy Rada. "“Hour of Code”: Can It Change Students’ Attitudes toward Programming?" Journal of Information Technology Education: Innovations in Practice 15 (2016): 053–73. http://dx.doi.org/10.28945/3421.

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The Hour of Code is a one-hour introduction to computer science organized by Code.org, a non-profit dedicated to expanding participation in computer science. This study investigated the impact of the Hour of Code on students’ attitudes towards computer programming and their knowledge of programming. A sample of undergraduate students from two universities was selected to participate. Participants completed an Hour of Code tutorial as part of an undergraduate course. An electronic questionnaire was implemented in a pre-survey and post-survey format to gauge the change in student attitudes toward programming and their programming ability. The findings indicated the positive impact of the Hour of Code tutorial on students’ attitude toward programming. However, the students’ programming skills did not significantly change. The authors suggest that a deeper alignment of marketing, teaching, and content would help sustain the type of initiative exemplified by the Hour of Code.

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Zarza Gonzalez, Manuel, and Josep Holgado García. "Competencia de pensamiento computacional en la educación no formal." Edutec. Revista Electrónica de Tecnología Educativa, no. 72 (June 17, 2020): 68–87. http://dx.doi.org/10.21556/edutec.2020.72.1575.

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Aunque la trayectoria de la educación en el tiempo libre es dilatada, frecuentemente se subestima su potencial pedagógico y no es considerada como una opción para el desarrollo de competencias para la vida. De esta manera, tampoco se debe obviar el poder de la educación no formal como ámbito para la educación de competencias en una sociedad digital. Es por este motivo que el presente artículo aborda el desarrollo de la Competencia de Pensamiento Computacional en los contextos de educación no curricular. Para lograr los objetivos de la investigación, se plantea un estudio sujeto a una pequeña muestra participante en un casal de verano. La discusión de los datos obtenidos demuestra una mejora en el grado de conocimiento de los contenidos computacionales, tanto conceptuales como procedimentales, además de desarrollar un abanico de conocimientos del ámbito saber ser gracias al seguimiento de una secuencia didáctica basada en el uso del recurso digital Code.org

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Lutfina, Erba, and Anindya Khrisna Wardhani. "Pengenalan Dan Pelatihan Pemrograman Berbasis Blok Bagi Anak." Magistrorum et Scholarium: Jurnal Pengabdian Masyarakat 1, no. 1 (September 12, 2020): 107–11. http://dx.doi.org/10.24246/jms.v1i12020p107-111.

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The introduction of programming knowledge for elementary and middle school students is needed to improve children's thinking and creativity. As educators who pay attention to programming-based education, lecturers of the Karangturi National University provide training on programming or coding for educators and general public. This comunity service aims to provide insight to parents, educators, and children about programming as well as skills that are needed to create digital applications. This community service activity was carried out in 2 sessions, the introduction of coding applications for children such as scratch, code.org, CodeCombat, Appinventor, and the training on the use of these applications for participants. The training material includes the explanations of benefits of various applications, the differences implementation of those applications and the evaluation of the applications by participants. Throught the community service, it is expected that participants can understand the basic skill of programming and able to deliver and taught the material to children.

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Wu, Mike, Milan Mosse, Noah Goodman, and Chris Piech. "Zero Shot Learning for Code Education: Rubric Sampling with Deep Learning Inference." Proceedings of the AAAI Conference on Artificial Intelligence 33 (July 17, 2019): 782–90. http://dx.doi.org/10.1609/aaai.v33i01.3301782.

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In modern computer science education, massive open online courses (MOOCs) log thousands of hours of data about how students solve coding challenges. Being so rich in data, these platforms have garnered the interest of the machine learning community, with many new algorithms attempting to autonomously provide feedback to help future students learn. But what about those first hundred thousand students? In most educational contexts (i.e. classrooms), assignments do not have enough historical data for supervised learning. In this paper, we introduce a human-in-the-loop “rubric sampling” approach to tackle the “zero shot” feedback challenge. We are able to provide autonomous feedback for the first students working on an introductory programming assignment with accuracy that substantially outperforms data-hungry algorithms and approaches human level fidelity. Rubric sampling requires minimal teacher effort, can associate feedback with specific parts of a student’s solution and can articulate a student’s misconceptions in the language of the instructor. Deep learning inference enables rubric sampling to further improve as more assignment specific student data is acquired. We demonstrate our results on a novel dataset from Code.org, the world’s largest programming education platform.

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Bushchak, Ihor, and Yuliia Makarii. "THE USE OF ROBOTIC DEVICES IN PRESCHOOL CLASSES FOR THE DEVELOPMENT OF LOGICAL THINKING." Collection of Scientific Papers of Uman State Pedagogical University, no. 2 (June 24, 2021): 51–59. http://dx.doi.org/10.31499/2307-4906.2.2021.236634.

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The progressive development of all activities in society requires determination in the modernization of education. The preschool education system is affected by significant changes in the restructuring of the subject and developmental environment in preschool education. It still needs new natural and accessible solutions of the teachings methods for children. Since the basic and initial concepts are formed in early childhood, it is impossible to ignore this period of human life. One of the most important cornerstones for harmonious development is the forming of logical thinking. Under the influence of the rapid growth of the information technology industry, different software, educational devices, educational and learning toys and online environments are created in order to develop preschooler’s logical operations at the basic level. Implementing such tools will be the first basic stage in the understanding of programming and coding for preschoolers, will help to learn something new and will motivate them. Therefore, work on the development of logical thinking will become not only more interesting but also more accessible and effective. Logical thinking is the basis that develops a childʼs skills of analysis, comparison, finding a way out of problematic situations, as well as the ability to draw clear and consistent conclusions. The article presents the views of Ukrainian and foreign scientists, famous teachers on the development of thinking, logical thinking in preschool children. The main stages of development of thinking of preschoolers from birth to six years, as well as the use of robot devices “Makeblock mTiny”, “Bee-Boot”, and online environment “Code.Org” for the preschoolerʼs logical thinking development, are noticed by the authors. The study of the feasibility of using robot devices in logic development activities in preschool education takes an important place in the article. The results of this research are presented. Keywords: logical thinking, programming, coding, robotic devices, digital skills, educational environment, digital literacy, digital competencies

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Silva Aragão Moura, Ana Flávia, Laryssa Kelly Eustáquio Viegas, Giorgia De Oliveira Mattos, and Josilene Aires Moreira. "Oficinas de Programação Para Meninas do Ensino Médio: Estimulando o Interesse pela Computação." Comunicações em Informática 2, no. 1 (July 5, 2018): 5. http://dx.doi.org/10.22478/ufpb.2595-0622.2018v2n1.38297.

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Há uma discrepância entre o número de homens e o de mulheres no âmbito da Ciencia e Engenharia da Computação, gerando uma baixa participação feminina no mercado da tecnologia. Em 2014 realizamos um diagnóstico com o intuito de saber as principais dificuldades enfrentadas pelas graduandas para permanecerem nos cursos da área de computação no CI/UFPB. Dentre os principais itens levantados está a área de programação onde apenas 17% das graduandas diziam já ter algum conhecimento prévio sobre programação. Diante de tais informações, o projeto de extensão “Oficinas de Programação para Meninas do Ensino Médio: estimulando o interesse pela computação”, realizado junto às alunas do primeiro ano do Ensino Médio na Escola da Polícia Militar em João Pessoa, tem o intuito de proporcionar às alunas o primeiro contato com a área de programação, promover o empoderamento feminino na educação bem como despertar o interesse pela computação para que esta seja considerada como possível escolha profissional. O ensino da programação é feito de forma lúdica e intuitiva, utilizando ferramentas computacionais como LightBot, Code.org e AppInventor que permitem estimular o raciocínio lógico e computacional além de ensinar conceitos básicos de programação. São ministradas oficinas de desenvolvimento de aplicações móveis e desenvolvimento de jogos, onde as alunas têm a possibilidade de criarem seus próprios aplicativos de forma simples e descomplicada. Iniciamos com um questionário contendo questões intuitivas de raciocínio lógico e questões de cunho pessoal com o objetivo de conhecermos o perfil das alunas. A média de acertos das questões de raciocínio lógico ficou de 52%, sendo que nenhuma das alunas teve desempenho muito abaixo das outras ficando todas bem próximas à média. Quando perguntado sobre a suas expectativas em relação ao projeto e motivação/interesse, obtivemos respostas como “Espero que desperte a vontade para entrar na área da tecnologia” e “melhorar a aprendizagem de lógica de programação”. Relataram também que se sentem muito interessadas no curso, refletindo nos resultados individuais em sala de aula. Por exemplo, em atividades com uma hora e meia de duração elas conseguiram concluir as fases propostas, em tempo recorde, e escreveram mais de trezentas linhas de código, sendo possível observar o seu interesse e potencial. O projeto continua em execução até o mês de dezembro e atualmente as alunas estão aprendendo a desenvolver aplicativos móveis. As estudantes mostram-se motivadas e interessadas com as atividades e desafios computacionais propostos, muitas delas já relataram seu interesse pela área de computação e a real possibilidade de seguir carreira. A possibilidade de atuar em um projeto de extensão e compartilhar de forma prática e com a sociedade, o conhecimento adquirido por meio do ensino e pesquisa desenvolvidos no âmbito da universidade, é de grande valia e gratificante além de poder interagir e transformar a realidade de alunas de escolas públicas, através da educação. Despertar nas alunas do ensino médio o interesse pela computação através dessas oficinas e assim aumentar em médio prazo a visibilidade dos cursos do CI/UFPB nas escolas tem sido o nosso grande desafio.

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Brown, Richard, and Emily Anne Brown. "Estimating the Effect of a Teacher Training Program on Advanced PlacementÂ® Outcomes." International Journal of Computer Science Education in Schools 2, no. 4 (January 31, 2019): 3–21. http://dx.doi.org/10.21585/ijcses.v2i4.35.

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This study employs a potential outcomes modeling approach to estimate the causal effect of Code.orgâ€™s Professional Learning Program on Advanced Placement (AP) Computer Science Principles test taking and qualifying score earned for a recent cohort of 167 schools compared to a matched group of comparison schools. Results indicate substantial and significant increases in both Computer Science AP test taking and qualifying score earning for all students. In addition, the significant effects were even greater for Computer Science AP test taking and qualifying score earned by female and minority students when impact ratios are analyzed separately. This study provides evidence of a teacher training program that is having a significant and important impact on preparing more students to succeed in computer science and improve the future of computer science education in this country.Keywords: computer science, professional development, teacher training

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Margulieux, Lauren E., Briana B. Morrison, Baker Franke, and Harivololona Ramilison. "Effect of Implementing Subgoals in Code.org's Intro to Programming Unit in Computer Science Principles." ACM Transactions on Computing Education 20, no. 4 (November 20, 2020): 1–24. http://dx.doi.org/10.1145/3415594.

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Tran, Yune. "Computational Thinking Equity in Elementary Classrooms: What Third-Grade Students Know and Can Do." Journal of Educational Computing Research 57, no. 1 (January 18, 2018): 3–31. http://dx.doi.org/10.1177/0735633117743918.

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The Computer Science Teachers Association has asserted that computational thinking equips students with essential critical thinking which allows them to conceptualize, analyze, and solve more complex problems. These skills are applicable to all content area as students learn to use strategies, ideas, and technological practices more effectively as digital natives. This research examined over 200 elementary students’ pre- and posttest changes in computational thinking from a 10-week coding program using adapted lessons from code.org’s Blockly programming language and CSUnplugged that were delivered as part of the regular school day. Participants benefited from early access to computer science (CS) lessons with increases in computational thinking and applying coding concepts to the real world. Interviews from participants included examples of CS connections to everyday life and interdisciplinary studies at school. Thus, the study highlights the importance of leveraging CS access in diverse elementary classrooms to promote young students’ computational thinking; motivation in CS topics; and the learning of essential soft-skills such as collaboration, persistence, abstraction, and creativity to succeed in today’s digital world.

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Smith, K. N., and I. Mikelsteins. "Load distribution in edge stiffened slab and slab-on-girder bridge decks." Canadian Journal of Civil Engineering 15, no. 6 (December 1, 1988): 977–83. http://dx.doi.org/10.1139/l88-129.

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The results of a study on the effect of edge beam geometry on the static live-load load distribution characteristics of single-span slab and slab-on-girder bridge superstructures are presented. Using a grillage analysis, the influence of various forms of edge stiffening on longitudinal bending moment and vertical deflection at midspan was investigated. Two load cases utilizing the Ontario Highway Bridge Design truck were considered. Of particular interest is the load case of a single vehicle in a travelled lane, as edge beam deflection under this condition is governed by a serviceability limit state design requirement of the Ontario Highway Bridge Design Code.For the bridge geometry and loadings considered, all types of edge stiffening significantly affect edge beam bending moment and deflection at midspan; the effect generally increases as the span decreases. Edge beam bending moment increases as the stiffness of the edge beam is increased. Considering the change in edge beam stiffness, edge beam deflection decreases even though the bending moment carried by the edge beam increases. The results of the grillage analysis agree well with an interpretation of the simplified method of analysis of the Ontario Highway Bridge Design Code. When the deflection criterion is affecting a bridge design, it would be beneficial to account for the edge stiffening. Key words: load distribution, edge stiffening, edge beams, bridge deck analysis, grillage analysis.

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KARADUMAN, Ümit, and Ercan AKPINAR. "Code.org Platformunun 6. Sınıf Öğrencilerinin Programlama Öğrenimine Etkisi." Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, March 12, 2021. http://dx.doi.org/10.53444/deubefd.832646.

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"“Computer Science Can Feed a Lot of Dreams”." Educational Horizons 93, no. 1 (October 2014): 8–11. http://dx.doi.org/10.1177/0013175x14551697.

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In this Q&A with Pat Yongpradit, director of education at Code.org , he discusses the appear of the Hour of Code, why he believes everyone should learn computer science, tips for teachers who want to teach coding, advice for promoting coding within a school, and more.

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Kale, Ugur, and Jiangmei Yuan. "Still a New Kid on the Block? Computational Thinking as Problem Solving in Code.org." Journal of Educational Computing Research, November 17, 2020, 073563312097205. http://dx.doi.org/10.1177/0735633120972050.

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Computational thinking is a means to understand and solve complex problems through using computer science concepts and techniques. While there is an increase in the number of initiatives focusing on coding, whether they (a) address computational thinking and problem-solving skills and (b) use methods of teaching problem solving is yet to be explored. As a preliminary step, this study focuses on examining 3rd grade lesson plans at Code.org. The analysis identified various components of computational thinking and problem solving as well as specific problem-solving teaching methods used to address these skills. Besides such cognitive outcomes, the findings also revealed affective, reflective, and social aspects of learning supported in the lessons.

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Lambić, Dragan, Biljana Đorić, and Saša Ivakić. "Investigating the effect of the use of code.org on younger elementary school students’ attitudes towards programming." Behaviour & Information Technology, June 19, 2020, 1–12. http://dx.doi.org/10.1080/0144929x.2020.1781931.

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Fojtik, Rostislav. "The Ozobot and education of programming." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 5 (November 16, 2017). http://dx.doi.org/10.18844/prosoc.v4i5.2666.

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This paper aims to show the possibilities of teaching programming using the Ozobot. The survey shows that teachers skip teaching programming. Teachers often consider teaching programming unnecessary and schools would not be them into thematic plans ever marshaled. This situation is often attributed to the fact that many teachers do not know the appropriate procedures and methodology for teaching the basics of programming and algorithms. Teachers at some schools have already started to use appropriate applications such as Scratch, Logo, code.org and others. For teaching, it is advisable to use only software tools but also the hardware. We used a case study and we verified the teaching of programming a robot Ozobot. It turns out that Ozobot is not only suitable for small children, but also for older pupils. Keywords: Case study; mobile technologies; programming; a questionnaire; an observation; the virtual world

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Souza, Leandro Delgado de, and Elisângela Valevein Rodrigues. "Instituto de Hackers: O pensamento computacional aplicado ao ensino médio integrado profissionalizante." Informática na educação: teoria & prática 24, no. 1 Jan/Abr (June 10, 2021). http://dx.doi.org/10.22456/1982-1654.109902.

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O pensamento computacional desperta criatividade, espírito crítico, raciocínio lógico e a construção passo a passo de soluções do mundo real, por meio de fundamentos e técnicas computacionais. Dessa forma esta pesquisa busca relacionar a promoção do ensino por meio do pensamento computacional no ensino médio integrado, de uma instituição pública focada em educação profissional. Foi realizada uma oficina de curta duração, utilizando linguagem de programação visual por blocos, com ferramentas como o Code.Org e Scratch. A oficina teve sua construção e concepção baseados na teoria de aprendizagem situada, de Jean Lave. Foi aplicada em dois momentos com turmas distintas e, ao final de sua aplicação foi avaliada pelos estudantes. Notou-se resultado positivo e motivador quanto à metodologia utilizada e à linguagem de blocos. Assim, considera-se que este estudo atendeu satisfatoriamente aos objetivos apresentados e que, novas propostas de ensino utilizando-se dessas premissas, possuem caráter válido e pertinente.

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Ribeiro, Tiago, and Ana Sousa. "Methods for conceptual and preliminary seismic design of buildings with steel structure." ACI Avances en Ciencias e Ingenierías 11, no. 2 (May 28, 2019). http://dx.doi.org/10.18272/aci.v11i2.1350.

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Throughout the last two decades, seismic design standards evolved to ever more comprehensive and detailed prescriptions, stressing out the need for design methods that deal with earthquake effects not as actions, but as a design philosophy. The Eurocode 8 adoption as national law throughout the European Union countries and informally in many parts of Africa, Asia and Latin America is the pretext for the current study. It aims to provide some guidance to the seismic design of steel structures as well as to the Eurocode 8 implementation by the designers.Some lines on the preliminary design of structural systems were written based on several real cases of structures designed taking into account the seismic action. Such a content is, usually, relevant in any design guide, given its value in enhancing the design technical and economical content. However, it is now of utter significance at the current context as an essential tool to facilitate the safety checking of several code requirements.Some of the Eurocode 8 prescriptions are then decoded, explained and justified based on the supportive bibliography. The information is subsequently ordered as a design guide, where some procedures are proposed to cope with the code interrelated prescriptions and one structural solution is proposed in order to overcome a design challenge while complying with the code.One last but not less relevant addressed issue is the fact that some Eurocode 8 prescriptions may be reviewed, in the eyes of a designer, given its practical outcome. Such issues are identified, explained and some slight code adjustments are suggested.

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Journal articles on the topic 'Code.org'

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