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Subject = Computational thinking;
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Displaying Results 1 - 7 of 7 on page 1 of 1
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Children's perspectives on the use of robotics for second language learning in the early years of primary education: a pilot study
(2019)
Devitt, Ann; Nic R?amoinn, Susan
Children's perspectives on the use of robotics for second language learning in the early years of primary education: a pilot study
(2019)
Devitt, Ann; Nic R?amoinn, Susan
Abstract:
This paper explores how floor programmable robotics can be used during play to promote language development. This paper describes a two-day pilot in two early years classrooms and presents data collected on children?s perception of the Irish language and using robotics. A sample of 48 children (age range six to seven years) took part in a robotics activity using a bee-shaped robot, called Beebot. The activity was orientated around the children?s second language, Irish. The children took part in a questionnaire before and after the activity about the language and the use of the robot in promoting their use of the language. Data was also collected through video, photos, a focus group, and the teacher?s observations. The main finding of the pilot study was an increase in children?s positive responses towards using the language when integrated into a robotics play activity.
http://hdl.handle.net/2262/92782
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Computational thinking and online learning: A systematic literature review
(2018)
Kirwan, Colette; Costello, Eamon; Donlon, Enda
Computational thinking and online learning: A systematic literature review
(2018)
Kirwan, Colette; Costello, Eamon; Donlon, Enda
Abstract:
This paper introduces research concerned with investigating how Computational Thinking and online learning can be successfully married to help empower secondary teachers to teach this subject. To aid this research, a systematic literature review was undertaken to investigate what is currently known in the academic literature on where Computational Thinking and online learning intersect. This paper presents the findings of this systematic literature review. It outlines the methodology used and presents the current data available in the literature on how Computational Thinking is taught online. Using a systematic process eight hundred articles were initially identified and then subsequently narrowed down to forty papers. These papers were analysed to answer the following two questions: 1. What are the current pedagogical approaches to teaching Computational Thinking online? 2. What were the categories of online learning observed in the teaching of Computational Thinking? Our findings ...
http://doras.dcu.ie/22874/
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Computing camps for girls - a first-time experience at the University of Limerick
(2017)
McInerney, Clare; Lamprecht, Anna-Lena; Margaria, Tiziana
Computing camps for girls - a first-time experience at the University of Limerick
(2017)
McInerney, Clare; Lamprecht, Anna-Lena; Margaria, Tiziana
Abstract:
Increasing the number of females in ICT-related university courses has been a major concern for several years. In 2015, we offered a girls-only computing summer camp for the first time, as a new component in our education and outreach activities to foster studentsâ interest in our discipline. In this paper, we describe the motivation for the camp and how we designed the program, and we report our experiences and survey findings from the first two editions of the camp. They can provide guidance for planning further events targeting females, and help to integrate awareness about underrepresentation of females in other activities.
http://hdl.handle.net/10344/8530
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Cooperative Thinking: analyzing a new framework for software engineering education
(2019)
Ciancarini, Paolo; Missiroli, Marcello; Russo, Daniel
Cooperative Thinking: analyzing a new framework for software engineering education
(2019)
Ciancarini, Paolo; Missiroli, Marcello; Russo, Daniel
Abstract:
Computational Thinking (CT) and Agile Values (AV) focus respectively on the individual capability to think algorithmically, and on the principles of collaborative software development. Although these two dimensions of software engineering education complement each other, very few studies explored their interaction. In this paper we use an exploratory Structural Equation Modeling technique to introduce and analyze Cooperative Thinking (CooT), a model of team-based computational problem solving. We ground our model on the existing literature and validate it through Partial Least Square modeling. Cooperative Thinking is new competence which aim is to support cooperative problem solving of technical contents suitable to deal with complex software engineering problems. This article suggests to tackle the CooT construct as an education goal, to train students of software development to improve both their individual and teaming performances.
http://hdl.handle.net/10468/8518
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Having fun with computer programming and games : teacher and student experiences
(2010)
McInerney, Clare
Having fun with computer programming and games : teacher and student experiences
(2010)
McInerney, Clare
Abstract:
There has been a decline in the number of students studying mathematics, science and computing at third-level in Ireland. This may be because Ireland does not have a computing curriculum. However, in the UK higher education computing students fell in spite of the existence of such curriculum. According to teachers, student engagement and having a fun and exciting experience are essential ingredients when teaching computing to second-level students through a computing curriculum or other interventions. The Lero Education and Outreach program has developed a set of materials “Having fun with Computer Programming and Games” for second-level students aged 15-16. The goal is to engage students in computing and to offer them an enjoyable and positive experience. Working with two second-level ICT teachers, we designed a set of materials during summer 2008 that have been deployed in a number of schools.
http://hdl.handle.net/10344/724
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PACT: An initiative to introduce computational thinking to second-level education in Ireland
(2014)
Mooney, Aidan; Duffin, Joe; Naughton, Thomas J.; Monahan, Rosemary; Power, James F.; Ma...
PACT: An initiative to introduce computational thinking to second-level education in Ireland
(2014)
Mooney, Aidan; Duffin, Joe; Naughton, Thomas J.; Monahan, Rosemary; Power, James F.; Maguire, Phil
Abstract:
PACT (Programming ∧ Algorithms ⇒ Computational Thinking) is a partnership between researchers in the Department of Computer Science at Maynooth University and teachers at selected post-primary schools around Ireland. Starting in September 2013, seven Irish secondary schools took part in a pilot study, delivering material prepared by the PACT team to Transition Year students. Three areas of Computer Science were identified as being key to delivering a successful course in computational thinking, namely, programming, algorithms and computability. An overview of the PACT module is provided, as well as analysis of the feedback obtained from students and teachers involved in delivering the initial pilot.
http://mural.maynoothuniversity.ie/5880/
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Pre-service teacher perceptions in integrating maker-centered learning in their mathematics and education initial teacher education programme
(2020)
Connolly, Cornelia; O Gorman, Sean; Hall, Tony; Hijón-Neira, Raquel
Pre-service teacher perceptions in integrating maker-centered learning in their mathematics and education initial teacher education programme
(2020)
Connolly, Cornelia; O Gorman, Sean; Hall, Tony; Hijón-Neira, Raquel
Abstract:
This paper describes an innovative programme ‘C2 4M2 : Creative Coding for Math’s Makers’, in an undergraduate concurrent teacher education degree programme. Using the Makerspace in a University setting, the programme fostered a culture of creativity and innovation through combining mathematics and the more widely recognized STEM subjects. In addressing the challenge of preparing teachers effectively to teach key STEM areas, such as computational thinking, in an engaging and effective way, this paper describes a maker-design and structure, integrating physics with computer coding, to address the challenge in preparing student teachers of mathematics. The paper aims to validate and explore the pre-service teachers’ perceptions of computer science and demonstrates the potential of maker-centred learning as a powerful context for promoting and enhancing STEM education, both amongst pupils and pre-service teachers. This paper examines if the design of the C2 4M2 fosters a positive attit...
http://hdl.handle.net/10379/16362
Displaying Results 1 - 7 of 7 on page 1 of 1
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Dublin City University (1)
Maynooth University (1)
NUI Galway (1)
Trinity College Dublin (1)
University College Cork (1)
University of Limerick (2)
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