Advancing preuniversity students' computational thinking skills through an educational project based on tangible elements and virtual block‐based programming. Issue 6 (17th August 2020)

• Record Type: Journal Article
• Authors: Trilles, Sergio; Granell, Carlos
• Is Part Of: Computer applications in engineering education. Volume 28:Issue 6(2020)
• Page Start: 1490
• Page End: 1502
• Publication Date: 2020-08-17
• Subjects: block‐based programming -- computational thinking -- computer science education -- STEAM -- tangible elements; Engineering -- Study and teaching (Higher) -- Periodicals; Engineering -- Computer-assisted instruction -- Periodicals; 620
• DOI: 10.1002/cae.22319
• Languages: English
• ISSNs: 1061-3773

Abstract

Abstract: University students enroling in Science, Technology, Engineering and Mathematics (STEM)‐related studies such as computer science continue to decline, even though worldwide educational policy reports warn about the need for this type of professionals in the immediate future. Promoting computer science studies among preuniversity students seems the most direct solution to reverse this issue. In this context, we present the Sucre4Kids project whose main objectives are to engage young people into computational thinking and programming concepts using tangible elements and social interaction. We apply the Sucre4Kids approach to introductory courses of computational thinking and programming concepts to high‐school students. The main results of the 3‐year intervention in the classroom with 256 high‐school students reached suggest that tangible elements and social interaction in groups are determining factors in increasing students' motivation to learn to code and to raise their interest in STEM disciplines.