Literatuur-/praktijkoverzicht waarin een korte indruk wordt gegeven van de state-of-the-art op de vlakken: computational thinking, Lego WeDo en adaptieve technologie.
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Computational Thinking (CT), een onderdeel van digitale geletterdheid, is een vaardigheid die aandacht vraagt in het onderwijs. Bij docenten in opleiding (dio’s) is nog weinig kennis en expertise over CT, terwijl er mogelijkheden zijn om dit aspect van digitale geletterdheid te integreren in alle schoolvakken en hiermee die schoolvakken te verrijken. Drie lerarenopleiders (Nederlands/moderne vreemde talen, geschiedenis en wiskunde) hebben een vakoverstijgende cursus gegeven en onderzocht in een verkennend onderzoek. Het doel van de cursus is bij te dragen aan kennis en attitude met betrekking tot CT en CT te integreren in een lesontwerp. Deelnemers aan de cursus waren 21 tweedegraadsdocenten geschiedenis, wiskunde en talen die een masteropleiding tot eerstegraadsdocent volgden. In interdisciplinaire leerteams werkten de docenten in opleiding aan een beroepsproduct waarin ze een vakoverstijgende aanpak ontwierpen rond het thema CT. Verschillende data (vragenlijsten, learner reports en beroepsproducten) zijn verzameld om de opbrengst van de module te beschrijven. Uit de data blijkt dat kennis over CT is toegenomen en dat dio’s na het volgen van de cursus een positievere houding hebben ten opzichte van het integreren van CT in hun onderwijs. Uit de analyse van de beroepsproducten blijkt dat dio’s deels in staat zijn om CT te integreren in hun ontwerpen van (vakoverstijgend) onderwijs.
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Technological literacy (TL) is a central theme in healthcare and laboratory professional education. The rapid speed of technological development in the healthcare sector, clinical and laboratory practice calls for new knowledge, skills and attitudes in future professionals and therefore for new approaches in teaching. Here we describe a teaching approach based on computational thinking (CT) and aimed at increasing the TL of biomedical laboratory science (BLS) students. We discuss the background for why we use CT as framework, the intended learning outcomes and how these link to the needs in the students’ future practice. Furthermore, in an international network of teachers and researchers in the BLS, Chemical and Biotechnical Science and radiography education programs, we carried out a systematic observation study of parts of the teaching and use the reflection notes from the observer group to discuss how the intended TL competencies play out in the teaching sessions and the students´ activities in these. We discuss how the teaching approaches support, or not, the development of the students´ TL. This study is part of an Erasmus+ network aimed at developing novel teaching approaches to support students´ technological literacy.
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This synopsis presents the preliminary results of a larger study that aims to uncover design principles for teaching computational thinking to primary school children. This research focuses on teaching computational thinking to 8-year-olds through Scratch Jr. By engaging in a cyclic process in which we create lesson materials and use evaluation data to improve them, we formulate design principles and provide teachers with sample course materials.
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Computational thinking (CT) has become a necessity in many professional domains. As such, scholars argue that the acquisition of CT and application should be embedded in existing school subjects. Within the CT literature, a tax-onomy distinguishes CT practices in STEM education into four categories: data related, systems thinking, modeling & simulation and computational problem solving (CPSP). Practical applications of these different categories are still limited. This paper presents three examples in which edu-cators of science teachers integrate CT within STEM con-tent knowledge using the above mentioned taxonomy. The first example applies to CPSP and data practices, the sec-ond to CPSP exclusively, the final to systems thinking and modeling & simulation. The examples provide practical insight that makes the use of CT in STEM education more tangible for practitioners.
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Computational thinking is taking an ever increasing role in education. According to the Netherlands institute for curriculum development there currently is little to no education on this topic in Dutch primary schools. Since teachers are the key to high quality education, it is important to know which knowledge primary school teachers should have on this topic. This exploratory research is part of a larger design-based study on how 5-6 year old students can develop CT skills at a basic level and what teachers in primary education need to know about computational thinking to teach it. This poster describes the educational design research consisting of a total of three rounds and the results after the first two rounds.
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Computational thinking (CT) skills are crucial for every modern profession in which large amounts of data are processed. In K-12 curricula, CT skills are often taught in separate programming courses. However, without specific instructions, CT skills are not automatically transferred to other domains in the curriculum when they are developed while learning to program in a separate programming course. In modern professions, CT is often applied in the context of a specific domain. Therefore, learning CT skills in other domains, as opposed to computer science, could be of great value. CT and domain-specific subjects can be combined in different ways. In the CT literature, a distinction can be made among CT applications that substitute, augment, modify or redefine the original subject. On the substitute level, CT replaces exercises but CT is not necessary for reaching the learning outcomes. On the redefining level, CT changes the questions that can be posed within the subject, and learning objectives and assessment are integrated. In this short paper, we present examples of how CT and history, mathematics, biology and language subjects can be combined at all four levels. These examples and the framework on which they are based provide a guideline for design-based research on CT and subject integration.
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The methodology of biomimicry design thinking is based on and builds upon the overarching patterns that all life abides by. “Cultivating cooperative relationships” within an ecosystem is one such pattern we as humans can learn from to nurture our own mutualistic and symbiotic relationships. While form and process translations from biology to design have proven accessible by students learning biomimicry, the realm of translating biological functions in a systematic approach has proven to be more difficult. This study examines how higher education students can approach the gap that many companies in transition are struggling with today; that of thinking within the closed loops of their own ecosystem, to do good without damaging the system itself. Design students should be able to assess and advise on product design choices within such systems after graduation. We know when tackling a design challenge, teams have difficulties sifting through the mass of information they encounter, and many obstacles are encountered by students and their professional clients when trying to implement systems thinking into their design process. While biomimicry offers guidelines and methodology, there is insufficient research on complex, systems-level problem solving that systems thinking biomimicry requires. This study looks at factors found in course exercises, through student surveys and interviews that helped (novice) professionals initiate systems thinking methods as part of their strategy. The steps found in this research show characteristics from student responses and matching educational steps which enabled them to develop their own approach to challenges in a systems thinking manner. Experiences from the 2022 cohort of the semester “Design with Nature” within the Industrial Design Engineering program at The Hague University of Applied Sciences in the Netherlands have shown that the mixing and matching of connected biological design strategies to understand integrating functions and relationships within a human system is a promising first step. Stevens LL, Whitehead C, Singhal A. Cultivating Cooperative Relationships: Identifying Learning Gaps When Teaching Students Systems Thinking Biomimicry. Biomimetics. 2022; 7(4):184. https://doi.org/10.3390/biomimetics7040184
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