Search Results (5)

Education nowadays requires a certain variety of resources that allow for the acquisition of 21st-century skills, including computational thinking. Educational robotics emerges as a digital resource that supports the development of these skills in both male and female students across different educational stages. However, it is necessary to investigate in depth evaluations that analyze the acquisition of Computational Thinking skills in pre-service teachers, especially when scientific and mathematical content learning programs are designed. This study aims to analyze Computational Thinking skills using the SOLO taxonomy, with an approach to science and mathematics learning, through an intervention based on programming and Educational Robotics. A quasi-experimental design was used on a total sample of 116 pre-service teachers. The SOLO taxonomy categorization was used to associate each level of the taxonomy with the computational concepts analyzed through a quantitative questionnaire. The taxonomy levels associated with Computational Thinking skills correspond to uni-structural and multi-structural levels. Males presented better results before the intervention, while subsequently, females presented better levels of Computational Thinking, as well as a greater association with the higher complexity level of learning analyzed. In turn, there was a trend between the levels of the SOLO taxonomy and computational concepts, so that an increase in skill for a concept occurs similarly at both the uni-structural level and the multi-structural level. The SOLO taxonomy is presented as a proper tool for learning assessment since it allows for a more detailed understanding of the quality of students’ learning. Therefore, the SOLO taxonomy serves as a valuable resource in the evaluation of Computational Thinking skills. Full article

Recent discoveries in cognitive science have led to understanding that there may be more effective ways to help pupils retain information, which then supports them to improve their critical thinking, thus leading to deeper learning. This paper explores a combination of two of these cognitive science approaches: retrieval practice and spaced learning. These were then combined with SOLO Taxonomy, a hierarchical system of learning words, to form a system in classrooms which could help pupils achieve deeper knowledge and understanding of a topic. The study seeks to examine whether the system is effective. With increased emphasis put upon the teaching of foundation subjects through Ofsted’s 2019 framework, it has become prescient to consider the struggles of primary school teachers who are not subject specialists. Accordingly, the system being studied was also devised to signpost less confident teachers through the knowledge and thus potentially help them, as non-experts, to better teach science and foundation subjects. This study demonstrates that the system has promise for helping non-experts, which in turn leads to improved learning and retention of knowledge. Full article

A role-based teaching approach was proposed in order to decrease the cognitive load placed by the case-based teaching method in the undergraduate novice programmer comprehension. The results are evaluated by using the SOLO (Structure of Observed Learning Outcomes) taxonomy. Data analysis suggested novice programmers with role-based teaching tended to experience better performances, including the SOLO level of program comprehension, program debugging scores, program explaining scores, except for programming language knowledge scores, compared with the classical case-based teaching method. Considering the SOLO category of program comprehension and performances, evidence that the roles of variables can provide scaffolding to understand case programs through combining its program structure with its related problem domain is discussed, and the SOLO categories for relational reasoning are proposed. Meanwhile, the roles of variables can assist the novice in learning programming language knowledge. These results indicate that combing case-based teaching with the role of variables is an effective way to improve novice program comprehension. Full article

Competence in performing Building Performance Simulations (BPS) is a fundamental asset for an energy specialist. However, teaching BPS to new students can be challenging, often due to the overwhelming capabilities of the software. The consequences for students are frustration and lack of confidence using the software, dividing group work based on previous expertise and, most importantly, the inability to predict and critically analyse results due to the superficial understanding of simulations. This paper presents and evaluates a simple method named ‘control method’ which is intended to introduce BPS in classes where students have a limited experience working with BPS, significantly different educational backgrounds, and where the time to teach BPS in class is limited. The method is built around the Structure of Observed Learning Outcomes taxonomy. It aims to provide the students with a basic understanding of the input-output relationship between parameters, prompting the use of BPS independently during their individual study time. The application of the method is evaluated with two survey-based studies. The findings suggest that the method prompts higher level thinking in BPS and collaborative learning in groups. Further investigation is needed to verify if students’ ability to predict results is also increased. Full article

Childhood obesity rates have been increasing over the years and is considered one of the most serious public health problems of the century. Low socioeconomic status has been associated with a higher body mass index. However, the pathways underlying this complex relationship are poorly understood. This study aimed to evaluate the possible mediation and/or moderation effects of complexity of knowledge about healthy eating, and self-regulation processes towards healthy eating, in the association between family’s income and weight of elementary school age children. The results showed that complexity of knowledge does not mediate the relationship between socioeconomic status and weight. Still, whenever the levels of complexity of knowledge and self-regulation are high, there is a moderation effect of complexity of knowledge on the relationship between family’s income and weight, conditioned by self-regulation scores. These promising findings support the idea that knowledge about healthy eating in isolation could be insufficient for practicing a healthy diet and underline the relevance of combining transmission of knowledge with training in specific competences (e.g., self-regulation strategies). Considering that complexity of knowledge about healthy eating and self-regulation strategies are interrelated and can be both improved, future preventive interventions could consider incorporating both in their design to mitigate childhood obesity. Full article