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Title: mproving Computational Thinking Using Follow and Give Instructions
Authors: Figueiredo, J.
García-Peñalvo, F. J.
Keywords: Computational Thinking
learning programming
teaching programming
Issue Date: 18-Oct-2017
Publisher: ACM
Citation: Figueiredo, J., & García-Peñalvo, F. J. (2017). Improving Computational Thinking Using Follow and Give Instructions. In J. M. Dodero, M. S. Ibarra Sáiz, & I. Ruiz Rube (Eds.), Fifth International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM’17) (Cádiz, Spain, October 18-20, 2017) (Article 3). New York, NY, USA: ACM. doi:10.1145/3144826.3145351
Abstract: Computational Thinking can be defined as a set of skills for problem solving based on Computer Science. Computational Thinking skills are not only limited to the field of computing but also extensible to all areas of knowledge. Young people grow up surrounded by technology but many of them go for university without any prior knowledge in computer science. Several initiatives have been created to promote Computational Thinking abilities in students all over the world. Teaching computational thinking must necessarily involve problem-solving, and can be applied to various types of problems that do not directly involve coding tasks. However, it is recognized to everyone that programming is a good way to improve Computational Thinking. In this article, we have done a survey on the existing tools that use the codification as main means of development of the abilities of computational thinking or not. It was also a concern to mention those that provide a wide variety of resources for teachers. This paper is an attempt to demonstrate the importance of computational thinking in the first beginning of learning programming, and what activities best contribute to increase the abilities of each computer engineering student in computational thinking according to the characteristics of those who attend the Polytechnic of Guarda, Portugal. Most of our students have never had the opportunity to learn computational thinking.
ISBN: 978-1-4503-5386-1
Appears in Collections:Conferences

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