Abstract
Computational thinking is an ability which is considered to be essential for the process of problem solving in every science. The current empirical research aims to study the impact of a STEM content Inquiry based scenario using computational tools and educational games, regarding computational thinking (CT) and confidence for “computers use” of 115 students of Greek public schools of the 5th-6th grade. For the needs of this research, a didactic scenario was developed and implemented, using computational tools, such as the Arduino microcontroller, RGB Led’s while a computational model was designed and implemented. The assessment of computational thinking improvement and confidence for computers use was conducted with the use of questionnaires that were administered before and after the intervention. The findings indicate a positive influence of the intervention on the dimensions of computational thinking in the experimental group. The findings can be applied to educational settings that integrate STEM in the teaching sequence in order to enhance students’ confidence with computational experiments.
License
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
EURASIA J Math Sci Tech Ed, Volume 15, Issue 4, April 2019, Article No: em1689
https://doi.org/10.29333/ejmste/103071
Publication date: 21 Jan 2019
Article Views: 5348
Article Downloads: 3341
Open Access References How to cite this article