Nowadays the development of computational thinking skills is a real need for future generations of workers that should know, at least, the basic laws of a computer-based society and, without demerit to humanities or social sciences, trying to reduce the current gap with STEAM (Science, Technology, Engineering, Arts and Mathematics) careers.
Several countries have usually adopted several priorities for developing ICT competences from kindergarten to secondary education. Most of them are focused on the development of key competences and/or coding skills. Although coding may be very attractive for young students and a very good practice or experience, it could be more interesting to develop students’ logical thinking skills and problem-solving skills throughout programming approaches or through the use of physical devices and robotics.
This is a very exciting challenge with lots of possibilities regarding coding, robots, mobiles devices, Arduino-based application, game-based learning and so on. Thus it is very important discuss the experiences that are being developed worldwide in specialized for a with researchers that are working on this field, such as for example European Union TACCLE3 coding project or RoboSTEAM project.
This track is devoted to identify, share and valorize best practices and experiences (including technological and methodological issues) that focused on the development of computational thinking and related skills in any level of pre-university education.
- Computational thinking
- Robotics in education
- Coding in schools
- Computational thinking skills and curriculum
- Programming robots
- Controlling things
- Using logic
- Coding skills throughout games
Track Instructions and Program (Friday 29th, F2F-Hybrid, 11.00-13.00, local time. Location A: Sala de Graus (floor 1)
The dynamics of the session will be as follows:
- All authors will have to record a 5m video of their presentation, which they will send to the chairs for management and subsequent public viewing.
- After welcoming the chairs, we will proceed to the presentation of the attendees, who in 2 minutes (regardless of whether they are in person or online), should introduce themselves and indicate the essence of their contribution without any presentation.
- This will be followed by a debate moderated by the chairs.
The order of the presentations will be:
- ID 31: Interweaving Digital Literacy with Computational Thinking
- ID 49: A Tool Help for Introductory Programming Courses
- ID 72: Specific Didactic Strategies Used for the Development of Computational Thinking in the Female Collective in Primary and Secondary Education: A Systematic Review Protocol
- ID 94: Demonstrative educational haptic manipulator robot: A teaching aid in Mechatronics
- ID 96: Scenarios of the use of robotics as a support tool for teaching: challenges, learning and experiences in Mexico
- ID 102: RoboSTEAM project the pilot phases
- ID 118: Using Educational Robotic Exoskeleton for the Acquisition of Cross-Curricular Competences in Higher Education
- ID 126: Visualization tool for teaching and learning Artificial Neural Networks
Track Scientific Committee
Francisco José García Peñalvo (University of Salamanca, Spain) – Chair
Miguel Ángel Conde (University of León, Spain) – Chair
José Gonçalves (Instituto Politécnico de Bragança, Portugal) – Chair
José Lima (Instituto Politécnico de Bragança, Portugal) – Chair
Vicente Matellán Olivera (University of León, Spain)
Alicia García-Holgado (University of Salamanca, Spain)
Marc Alier (Barcelona Tech, Spain)
Juan Cruz-Benito (IBM Research, USA)
Camino Fernández Llamas (University of León, Spain)
Jenny Hughes (Pontydysgu, Welsh educational research institute, UK)
Angela Rees (Pontydysgu, Welsh educational research institute, UK)
Ilkka Jormanainen (School of Computing, University of Eastern Finland, Finland)
Tapani Toivonen (School of Computing, University of Eastern Finland, Finland)
Daniela Reimann (Karlsruhe Institute of Technology KIT, Germany)
Maire Tuul (Institute of Educational Sciences. Tallinn University, Estonia)
Marjo Virnes (Aalto University, Finland)
Jens Vermeersch (GO! Onderwijs van de Vlaamse Gemeenschap, Belgium)
Koen DePryck (Vrije Universiteit Brussel, Belgium)