Informatics in Education

The creative programming language Processing can be used as a generative architectural design tool, which allows the designer to write design instructions (algorithms) and compute them, obtaining graphical outputs of great interest. This contribution addresses the inclusion of this language in the architecture curriculum, within the context of digital culture and alternative approaches to how digital tools are used and learned. It studies the different processes related to Computational Thinking that are triggered in the prototyping of computer applications and that lead to creativity. The similarity between architectural design and programming is analysed, both in problem solving (abstraction, decomposition, iterative revisions -debugging-, etc.) and in the use of mechanisms of a digital nature (loops, randomness, etc.). The results of the design and testing of a pilot course are shown, in which the way of teaching, learning and using this programming language is based on the graphical representation of problems through sketches.

In Education 4.0, a personalized learning process is expected, and that students are the protagonist. In this new education format, it is necessary to prepare students with the skills and competencies of the 21st-Century, such as teamwork, creativity, and autonomy. One of the ways to develop skills and competencies in students can be through block programming, which can be used with emerging technologies such as robotics and IoT and in an interdisciplinary way. Thus, block programming in High School is important because it is possible to work on aspects such as problem-solving, algorithmic thinking, among other skills (Perin et al., 2021), which are necessary in the contemporary world. Thus, our Systematic Mapping Study (SMS) aims to identify which block programming tools support of Education 4.0 in High School. Overall, 46 papers were selected, and data were extracted. Based on the results, a total of 24 identified block programming tools that can be used in high school collaboratively and playfully and with an interdisciplinary methodology. Moreover, it was possible to see that most studies address block programming with high school students, demonstrating a lack of studies that address block programming with teachers. This SMS contributed to identifying block programming tools, emerging technologies, audience (teacher or student), and learning spaces where block programming is being worked on.

Computing science which focuses on computational thinking, has been a compulsory subject in the Thai science curriculum since 2018. This study is an initial program to explore how and to what extend computing science that focused on STEM education learning approach can develop pre-service teachers' computational thinking. The online STEM-based activity-Computing Science Teacher Training (CSTT) Program was developed into a two-day course. The computational thinking test (CTT) data indicated pre-service teachers’ fundamental skills of computational thinking: decomposition, algorithms, pattern recognition, pattern generalization and abstractions. The post-test mean score was higher than the pre-test mean score from 9.27 to 10.9 or 13.58 percentage change. The content analysis indicated that there were five key characteristics founded in the online training program comprised: (1) technical support such as online meeting program, equipment, trainer ICT skills (2) learning management system such as Google Classroom, creating classroom section in code.org (3) the link among policy, curriculum and implementation (4) pre-service teachers' participation and (5) rigor and relevance of how to integrate the applications of computing science into the classroom.

Nowadays, solving problems is substantial for the social relationship human. Computational Thinking (CT) emerges as an interdisciplinary thought process encompassing mental abilities to help students solve and understand problems. Researchers invest in the methodological proposal of activities aimed at CT stimulation, educational approaches, and the conception of technologies that support these activities’ execution. Educational Robotics (ER) is one of these technologies that stand out at different educational levels to favor teamwork, logical thinking, and creativity, skills intimately articulated with the computing paradigm. The main objective of this work is to investigate the impact of ER activities on CT development and subjects learning in the Technical and Vocational Education in High School. For this, we accomplished a study of intervention research type with students and teachers analyzing quantitative and qualitative aspects. The results indicate that the introduction of ER can favor students in the development of CT skills and learning High School subjects.

The European Commission Science Hub has been promoting Computational Thinking (CT) as an important 21st century skill or competence. However, "despite the high interest in developing computational thinking among schoolchildren and the large public and private investment in CT initiatives, there are a number of issues and challenges for the integration of CT in the school curricula". On the other hand, the Digital Competence (DC) Framework 2.0 (DigCom) is promoted in the same European Commission Science Hub portal. It shows that both topics have many things in common. Thus, there is the need of research on the relationship between CT and digital competence.