Make World, A Collaborative Platform to Develop Computational Thinking and STEAM

  • Mariluz Guenaga
  • Iratxe Mentxaka
  • Pablo Garaizar
  • Andoni Eguiluz
  • Sergi Villagrasa
  • Isidro Navarro
Conference paper
Part of the Lecture Notes in Computer Science book series (LNCS, volume 10296)

Abstract

The demand for computer programming professionals in STEAM-related areas has rocketed in the last decade. Initiatives such as the Hour of Code or CodeWeek take advantage of online platforms like Code.org to reach millions of students through a one-hour introduction to computer science and computer programming. Despite the excellent curricular design of Code.org courses, we believe that learners could benefit from a platform where they can create their own programming challenges that can be shared, assessed and remixed by the rest of the users. We named this platform Make World (http://makeworld.eu). After more than one year of use, we studied how students and teachers used this tool to propose and solve learning activities where computational thinking and STEAM skills are developed at the same time. This paper describes the main characteristics of Make World and analyses the use and piloting phase where more than 500 students of primary education have participated to measure the impact of Make World in their learning. The result of this analysis provides a better understanding of the difficulties students face when using a technological platform for STEAM and computational thinking education.

Keywords

Computer-supported collaborative learning Serious games and gamification Technology-enhanced learning Computational Thinking STEAM 

References

  1. 1.
    Anderson, L.W., Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., Wittrock, M.C.: A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Pearson, Allyn & Bacon, New York (2001)Google Scholar
  2. 2.
    Bloom, B.S., Engelhart, M.D., Furst, E.J., Hill, W.H., Krathwohl, D.R. (eds.): Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. David McKay Co Inc., New York (1956)Google Scholar
  3. 3.
    Balanskat, A., Engelhardt, K.: Computing Our Future: Computer Programming and Coding-Priorities, School Curricula and Initiatives Across Europe (2014)Google Scholar
  4. 4.
    DeWitt, J., Archer, L., Osborne, J.: Science-related aspirations across the primary–secondary divide: evidence from two surveys in England. Int. J. Sci. Educ. 36(10), 1609–1629 (2014)CrossRefGoogle Scholar
  5. 5.
    Kier, M.W., Blanchard, M.R., Osborne, J.W., Albert, J.L.: The development of the stem career interest survey (StemCis). Res. Sci. Educ. 44, 461–481 (2014)CrossRefGoogle Scholar
  6. 6.
    Mahoney, M.P.: Students’ attitudes toward stem: development of an instrument for high school stembased programs. J. Technol. Stud. 36(1), 24–34 (2010)CrossRefGoogle Scholar
  7. 7.
    Tyler Wood, T., Knezek, G., Christensen, R.: Instruments for assessing interest in stem content and careers. J. Technol. Teache 18, 341–363 (2010)Google Scholar
  8. 8.
    European Commission: Rethinking education: investing in skills for better socio-economic outcomes (2012)Google Scholar
  9. 9.
    European Commission: EU Skills Panorama Analytical Highlight Science, technology, engineering and mathematics (STEM) skills (2012a)Google Scholar
  10. 10.
    Gago, M.: How ministries of education should uptake STEM challenges? In: 2nd Scientix Conference, Brussels, 24–26 October 2014Google Scholar
  11. 11.
    National Science Board: Science and Engineering Indicators 2016, National Science Foundation (NSB-2016-1), Arlington, VA (2016)Google Scholar
  12. 12.
    New Media Consortium: NMC Horizon Report K12 (2015)Google Scholar
  13. 13.
    Tai, R.H., Liu, C.Q., Maltese, A.V., Fan, X.: Planning early for careers in science. Life Sci. 1, 0–2 (2006)Google Scholar
  14. 14.
    Wing, J.M.: Computational thinking. Commun. ACM 49(3), 33–35 (2006)CrossRefGoogle Scholar

Copyright information

© Springer International Publishing AG 2017

Authors and Affiliations

  • Mariluz Guenaga
    • 1
  • Iratxe Mentxaka
    • 1
  • Pablo Garaizar
    • 1
  • Andoni Eguiluz
    • 1
  • Sergi Villagrasa
    • 2
  • Isidro Navarro
    • 2
  1. 1.Faculty of EngineeringUniversity of DeustoBilbaoSpain
  2. 2.La Salle, Universitat Ramon LlullBarcelonaSpain

Personalised recommendations