computational thinking in pre-service teacher … · a1 a2 a3 a4 a5 pre survey post survey views on...
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Ninger Zhou
Xuemei Wu
Dr. Aman Yadav
Dr. James Lehman
Chris Mayfield
Dr. Tim Korb
Dr. Susanne Hambrusch
COMPUTATIONAL THINKING IN PRE-SERVICE TEACHER EDUCATION: INTEGRATING CT
MODULES IN THE CURRICULUM
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CS4EDU http://cs4edu.cs.purdue.edu
• CS4EDU project is to create new pathways for undergraduate education majors to become computationally educated secondary teachers.
• Faculty in the Department of Computer Science and the College of Education at Purdue University cooperated in creating a Computer Science Teaching Endorsement program.
• The CT Modules introduced basic CS concepts and encouraged students to participate in the endorsement program.
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WHAT IS COMPUTATIONAL THINKING • Definition CT involves solving problems, designing systems, and understanding human behavior, by drawing on the concepts fundamental to computer science. CT is more than using technology and computers, it involves thinking process and strategies that are characteristic of CS
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THE ROLE OF CT IN K-12
• A fundamental skill (Wing, 2006, Lu&Fletcher, 2009)
• Enable students to think like computer scientists (Wing, 2006)
• Enhance problem solving skills
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Ubiquitous computing is to today as computational thinking is to
tomorrow. ----Wing, 2006
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WHY INTRODUCING CT IN TEACHER ED?
Teachers can facilitate CT more effectively when they:
• identify the benefits of CT in problem solving (daily life and educational settings)
• interpret CT meaningfully (relate to CT from personal experience)
• examine teaching strategies for integrating CT into their own subject
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CT IN TEACHER EDUCATION—OUR GOALS
• Introduce the concepts and benefits of CT
• Establish meaningful understanding of CT
• Provide examples of CT in academic disciplines
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RESEARCH • Sample: 155 elementary and secondary education majors enrolled in an
introductory educational psychology course (Learning and Motivation) at Purdue
• Intervention: The computational thinking module was integrated in the Learning and Motivation course, replacing the problem solving lectures
• Features: I-clickers were used to encourage participation and provide immediate feedback
• Survey: Pre and Post open-ended survey to assess their understanding of CT
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CT MODULE DESIGN • Purpose:
• Introduce the concepts and benefits of CT • Apply CT to problem solving in daily life and learning • Demonstrate the integration of CT into different disciplines
• Procedure: • Lecture 1: basic concepts and application • Lecture 2: CT in subject areas
• Obstacles • Facilitate pre-service teachers from different background to relate to CT in a meaningful way • Provide examples for teaching CT in each subject area
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LECTURE 1 CT CONCEPTS
The key elements of CT • Abstraction
• Decomposition of problems • Identify rules that apply to other situations (transfer)
• Algorithm • Procedure • PBJ sandwich example
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CLICKER QUESTION Which of the following is NOT like the others? [A] People standing in line at the store [B] List of print jobs waiting to be printed [C] Set of tennis balls in their container [D] Vehicles lined up behind a toll booth [E] Patients waiting to see the doctor
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CLICKER QUESTION 5 (ANSWER) Which of the following is NOT like the others? [A] People standing in line at the store (queue) [B] List of print jobs waiting to be printed (queue) [C] Set of tennis balls in their container (stack) [D] Vehicles lined up behind a toll booth (queue) [E] Patients waiting to see the doctor (queue)
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LECTURE 1 CT CONCEPTS • Logical thinking
• Inductive reasoning---math problems • Deductive reasoning---from general to specific
• Debugging • Example: fixing lamp
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KEY ELEMENTS OF CT • Algorithm
• Abstraction
• Logical thinking
• Debugging
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LECTURE 2 CT IN K-12
• Benefits of teaching CT • Abstraction: identify the rules and generalize to other similar
problems • Automation: the automated processes • Enhance problem solving skills • Encourage creativity • Move students beyond technology literacy
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LECTURE 2 CT IN K-12 • Application of CT in classrooms
• Math---abstract and generalize rules to solving similar problems
• Science---simulation of chemistry or physics experiment, etc
• Social sciences---data modeling, google public data
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EXAMPLE APPLICATIONS OF CT IN K-12
Elementary Education
Breaking down a simple daily task such as brushing teeth into 15 separate and distinct steps to build foundations for understanding computer performance. English
Identifying the similarities between raps and poetry, and matching rappers with poets based on their similar styles and characteristics. History
Studying historical events and statistic data to investigate what caused immigrations rates to change over time.
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Number Of Respondents
Gender Female 78
Male 22
Level Elementary 55
Secondary 45
Computational Thinking Survey
Participants:
• 155 students in teacher education program were emailed survey links
• 100 (65%) responded
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69%
20%
7% 4%
24%
70%
1% 3% 0%
10% 20% 30% 40% 50% 60% 70% 80%
A1 A2 A3 A4
Pre Survey Post Survey
Survey results--Views on computing A1: To use computers and/or technology to solve a problem and make tasks easier A2: The process of solving problems ,not necessarily involving the use of computers and technology
A3: The study of computers
A4: Other
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33% 32%
8% 7%
20%
86%
0% 7% 7%
0% 0%
10% 20% 30% 40% 50% 60% 70% 80% 90%
100%
A1 A2 A3 A4 A5
Pre Survey Post Survey
Views on Computational Thinking A1: The process of solving problems A2: To use computers and/or technology to solve a problem or make tasks easier
A3: The study of computers; solving problems like a computer
A4: Other
A5: Not sure
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30%
49%
8% 12%
86%
7% 6% 1% 0%
10% 20% 30% 40% 50% 60% 70% 80% 90%
100%
A1 A2 A3 A4
Pre Survey Post Survey
Integrating CT into classroom
A1: promote problem solving skills/ critical thinking in the classroom A2: utilizing computers and technology in the classroom A3: Other A4: no idea
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DISCUSSION We found:
• Changed and enriched pre-service teachers’ understanding of CT
• Shaped positive attitude towards computing
• provided examples for integrating CT into classrooms
• Enhanced pre-service teachers’ awareness of applying CT principles in teaching
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FUTURE DIRECTION • Conduct quasi-experimental study to examine the benefits of CT module in
Learning and Motivation course
• Develop a CT webquest activity for the Introduction to Educational Technology course (required for education majors)
• Attract education students into computing courses that emphasize computer science principles (i.e., not just traditional programming courses).
• Identify and interview students who attended the CT modules and later selected CS related courses
Wiki link : http://cs4edu.cs.purdue.edu/