Advancing preuniversity students' computational thinking skills through an educational project based on tangible elements and virtual block‐based programming
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https://doi.org/10.1002/cae.22319 |
Metadatos
Título
Advancing preuniversity students' computational thinking skills through an educational project based on tangible elements and virtual block‐based programmingFecha de publicación
2020-11Editor
WileyISSN
1061-3773; 1099-0542Cita bibliográfica
Trilles, S, Granell, C. Advancing preuniversity students' computational thinking skills through an educational project based on tangible elements and virtual block‐based programming. Comput Appl Eng Educ. 2020; 28: 1490– 1502. https://doi.org/10.1002/cae.22319Tipo de documento
info:eu-repo/semantics/articleVersión de la editorial
https://onlinelibrary.wiley.com/doi/full/10.1002/cae.22319Versión
info:eu-repo/semantics/publishedVersionPalabras clave / Materias
Resumen
University students enroling in Science, Technology, Engineering and Mathematics (STEM)‐related studies such as computer science continue to decline, even though worldwide educational policy reports warn about the ... [+]
University students enroling in Science, Technology, Engineering and Mathematics (STEM)‐related studies such as computer science continue to decline, even though worldwide educational policy reports warn about the need for this type of professionals in the immediate future. Promoting computer science studies among preuniversity students seems the most direct solution to reverse this issue. In this context, we present the Sucre4Kids project whose main objectives are to engage young people into computational thinking and programming concepts using tangible elements and social interaction. We apply the Sucre4Kids approach to introductory courses of computational thinking and programming concepts to high‐school students. The main results of the 3‐year intervention in the classroom with 256 high‐school students reached suggest that tangible elements and social interaction in groups are determining factors in increasing students' motivation to learn to code and to raise their interest in STEM disciplines. [-]
Publicado en
Computer Applications in Engineering Education, 2020, vol. 28, no 6Entidad financiadora
Ministerio de Ciencia e Innovación. Grant Number: RYC‐2014‐16913; Universitat Jaume I. Grant Number: POSDOC‐B/2018/12
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Copyright © John Wiley & Sons, Inc.
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