Advertisement

Computational Thinking in Basic Education in a Developing Country Perspective

  • Daniel ChagasEmail author
  • Elizabeth Furtado
Conference paper
Part of the Springer Proceedings in Complexity book series (SPCOM)

Abstract

In a connected world, where information is the most valuable input, compulsory education in computational thinking, especially in early ages, had became an important topic for governments who aim in a economy based on technology. This brought initiatives for compulsive adoption on basic education in USA and EU, but few actions on developing countries. This article presents a systematic review of academic papers and commercial products that present the teaching of logic to young people, and that deal with the use of tangible devices, robots or specific software. From the analysis performed with the review, we define requirements for teaching. Thus, considering the factors of analysis, such as pricing and replicability, we generate a series of sub-requirements aimed at adopting a solution for public schools from developing countries. As preliminary results, an interactive robot and a set of tangible artifacts adhering to the identified requirements are presented as a proposal for the teaching of computational thinking.

References

  1. 1.
    Papert, S.: The Childrens Machine: Rethinking School in the Age of the Computer. Basic Books Inc., New York (1993)Google Scholar
  2. 2.
    Hatch, M.: The maker movement manifesto. Mak. Mov. Manif. (2014).  https://doi.org/10.1162/INOV_a_00135CrossRefGoogle Scholar
  3. 3.
    White House: The Maker Movement. https://www.whitehouse.gov/nation-of-makers
  4. 4.
    Bocconi, S., Chioccariello, A., Dettori, G., Ferrari, A., Engelhardt, K., Kampylis, P., Punie, Y.: Developing computational thinking in compulsory education. Proc. EdMedia 2016 (2016).  https://doi.org/10.2791/792158
  5. 5.
  6. 6.
    Bosse, Y., Gerosa, M.A.: Why is programming so difficult to learn?: Patterns of difficulties related to programming learning mid-stage. SIGSOFT Softw. Eng. Notes. 41, 16 (2017).  https://doi.org/10.1145/3011286.3011301CrossRefGoogle Scholar
  7. 7.
    Rogers, Y., Sharp, H., Preece, J.: O que Design de Interao? In: Design de Interao. p. 2529. Bookman, Porto Alegre, Brazil (2013)Google Scholar
  8. 8.
    Rabello, E., Silveira, J.: Vygotsky e o desenvolvimento humano. 110 (2011)Google Scholar
  9. 9.
    Vygotsky, L.S.: Mind in society (1978)Google Scholar
  10. 10.
    Rogers, Y., Sharp, H., Preece, J.: Compreendendo e Conceitualizando a Interao. In: Design de Interao. p. 4647. Bookman, Porto Alegre, Brazil (2013)Google Scholar
  11. 11.
    Katterfeldt, E.-S., Cuartielles, D., Spikol, D., Ehrenberg, N.: Talkoo. A new paradigm for physical computing at school. Proceedings of the 15th International Conference on Interaction Design and Children-IDC pp. 512–517 (2016).  https://doi.org/10.1145/2930674.2935990
  12. 12.
    van Gennip, D., Orth, D., Imtiaz, M.A., van den Hoven, E., Plimmer, B.: Tangible cognition: bringing together tangible interaction and cognition in HCI. In: Proceedings of the 28th Australian Conference on Computer-Human Interaction. pp. 662–665. ACM, New York (2016)Google Scholar
  13. 13.
    Horn, M.S., Solovey, E.T., Crouser, R.J., Jacob, R.J.K.: Comparing the use of tangible and graphical programming languages for informal science education. In: Proceedings of the 27th International Conference on Human Factors in Computing Systems-CHI. p. 975 (2009).  https://doi.org/10.1145/1518701.1518851
  14. 14.
    McNerney, T.S.: From turtles to tangible programming bricks: explorations in physical language design. Pers. Ubiquitous Comput. 8, 326337 (2004).  https://doi.org/10.1007/s00779-004-0295-6CrossRefGoogle Scholar
  15. 15.
    Futschek, G., Moschitz, J.: Learning algorithmic thinking with tangible objects eases transition to computer programming. Lect. Notes Comput. Sci. (including Subser. Lect. Notes Artif. Intell. Lect. Notes Bioinformatics). 7013 LNCS, 155164 (2011).  https://doi.org/10.1007/978-3-642-24722-4_14Google Scholar
  16. 16.
    Posada, J.E.G., Baranauskas, M.C.C.: A socio-constructionist environment to create stories using tangible interfaces. In: Proceedings of the 14th Brazilian Symposium on Human Factors in Computing Systems. pp. 1:1–1:10. ACM, New York (2015)Google Scholar
  17. 17.
    Honig, W.L.: Teaching and assessing programming fundamentals for non majors with visual programming. In: Proceedings of the 18th ACM conference on Innovation and Technology in Computer Science Education-ITiCSE 13. p. 40. ACM, New York (2013)Google Scholar
  18. 18.
    Martins, F.N., Gomes, I.S., Santos, C.R.F.: Junior soccer simulation: providing all primary and secondary students access to educational robotics. In: Proceedings of the 12th LARS Latin American Robotics Symposium 3rd SBR Brazilian Symposium on Robotics LARS-SBR 2015—Part Robotics Conference 2015. pp. 61–66 (2016).  https://doi.org/10.1109/LARS-SBR.2015.16
  19. 19.
    Esper, S., Foster, S.R., Griswold, W.G.: CodeSpells. In: Proceedings of the 18th ACM Conference on Innovation and Technology in Computer Science Education-ITiCSE 13. p. 249 (2013).  https://doi.org/10.1145/2462476.2465593
  20. 20.
    Azemi, A., Pauley, L.L.: Teaching the introductory computer programming course for engineers using Matlab. In: 2008 38th Annual Frontiers in Education Conference (2008).  https://doi.org/10.1109/FIE.2008.4720302
  21. 21.
    Sarkar, N.I., Craig, T.M.: A low-cost PIC unit for teaching computer hardware fundamentals to undergraduates. ACM SIGCSE Bull. 39, 88 (2007).  https://doi.org/10.1145/1272848.1272892CrossRefGoogle Scholar
  22. 22.
  23. 23.
  24. 24.
    Hongjun, S., Xin, M., Fengyu, Z., Yibin, L.: The design and implementation of OpenGL-based comprehensive educational robot system. In: Proceedings of the IEEE ICIA 2006—2006 IEEE International Conference on Information Acquisition. pp. 522–527 (2006).  https://doi.org/10.1109/ICIA.2006.305788
  25. 25.
    Garduno-Aparicio, M., Rodriguez-Resendiz, J., Macias-Bobadilla, G., Thenozhi, S.: A multidisciplinary industrial robot approach for teaching mechatronics-related courses. IEEE Trans. Educ. 61, 5562 (2018).  https://doi.org/10.1109/TE.2017.2741446CrossRefGoogle Scholar
  26. 26.
    Lopes Filho, J.A.B., Almeida, W.R.M., Martins, S.G.: Development of a multitasking mobile robot for the construction of educational robotics kits. In: International Conference on Electronic Devices, Systems and Applications (ICEDSA). pp. 213–216 (2011).  https://doi.org/10.1109/ICEDSA.2011.5959090
  27. 27.
    Barreto, V.B., LErario, A., Fabri, J.A.: Ensino de Programacao para Alunos do Ensino Mdio Utilizando o Robo Lego Mindstorms. In: 2015 10th Iberian Conference on Information Systems Technologies CISTI (2015).  https://doi.org/10.1109/CISTI.2015.7170521
  28. 28.
    Lalonde, J.-F., Bartley, C.P., Nourbakhsh, I.: Mobile robot programming in education. In: Proceedings of the 2006 IEEE International Conference on Robotics and Automation pp. 345–350 (2006).  https://doi.org/10.1109/ROBOT.2006.1641735
  29. 29.
    Member, M.R., Lysecky, S., Rozenblit, J.: Educational technologies for precollege engineers. 5, 2037 (2011)Google Scholar
  30. 30.
    Merkouris, A., Chorianopoulos, K., Kameas, A.: Teaching programming in secondary education through embodied computing platforms. ACM Trans. Comput. Educ. 17, 122 (2017).  https://doi.org/10.1145/3025013CrossRefGoogle Scholar
  31. 31.
    Ozobot, Evollve.: Ozobot, www.ozobot.com (2017)
  32. 32.
    Besari, A.R.A., Sukaridhoto, S., Wibowo, I.K., Berlian, M.H., Akbar, M.A.W., Yohanes Yohanie, F.P., Aldi Bayu, K.I.: Preliminary design of interactive visual mobile programming on educational robot ADROIT V1. In: Proceedings of the 2016 International Electronics Symposium. IES 2016. pp. 499–503 (2017).  https://doi.org/10.1109/ELECSYM.2016.7861057
  33. 33.
    Krishnamoorthy, S.P., Kapila, V.: Using a visual programming environment and custom robots to learn C programming and K-12 STEM concepts. In: Proceedings of the 6th Annual Conference on Creativity and Fabrication in Education-FabLearn 16. pp. 41–48 (2016)Google Scholar
  34. 34.
    Gupta, N., Tejovanth, N., Murthy, P.: Learning by creating: interactive programming for Indian high schools. In: Proceedings of the 2012 IEEE International Conference on Technology Enhanced Education ICTEE 2012. p. 24 (2012).  https://doi.org/10.1109/ICTEE.2012.6208643
  35. 35.
    Tangible Play Inc.: Osmo (2013)Google Scholar
  36. 36.
    Banzi, M.: Getting Started with Arduino (Make: Projects). Make Books (2008)Google Scholar
  37. 37.
    Carbajal, M.L., Baranauskas, M.C.C.: TaPrEC: Desenvolvendo um ambiente de programao tangvel de baixo custo para crianas. An. do XX Congr. Int. Informtica Educ.- TISE. 11, 363–370 (2015)Google Scholar
  38. 38.
    Koushik, V., Kane, S.K.: Tangibles + Programming + Audio Stories = Fun. In: Proceedings of the 19th International ACM SIGACCESS Conference on Computers and Accessibility-ASSETS 17. pp. 341–342 (2017).  https://doi.org/10.1145/3132525.3134769
  39. 39.
    Baranauskas, M.C.C., de Souza, C.S., Pereira, R.: GranDIHC-BR: Prospeco De Grandes Desafios De Pesquisa Em Interao Humano-computador No Brasil. In: Companion Proceedings of the 11th Brazilian Symposium on Human Factors in Computing Systems. p. 6364. Brazilian Computer Society, Porto Alegre, Brazil (2012)Google Scholar

Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.LUQS, Universidade de FortalezaFortalezaBrazil

Personalised recommendations