# Enhancing Computational Thinking through Interdisciplinary STEAM Activities Using Tablets

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## Abstract

**:**

## 1. Introduction

#### 1.1. Interdisciplinary Teaching

#### 1.2. Computational Thinking

## 2. Methodology

#### 2.1. Participants

#### 2.2. Preparation Phase: Design of the Activity

#### 2.3. Implementation and Reflection

#### 2.4. Data Analysis

## 3. Results and Discussion

#### 3.1. Strategy 1: Shadow

T | Have you seen this kind of expression? How would you use it? |

YS1 | This [points finger on $\frac{{p}_{s}}{{p}_{t}}$] reminds me a fraction, so we might substitute our numbers and we will get something. |

T | So, you can start to calculate. Add a column to the table and write down the results. |

YS2 | Isn’t it possible to write the numbers to the table in the tablet, so the tablet can calculate instead of us? (1) |

T | Try to find an app which can calculate. What kind of software would you look for? |

YS3 | I am going to ask some of the older students of the group. |

T | Check the installed apps in the tablets. Maybe you can find an appropriate app on your own. |

OS1 | Just find excel or something resembling excel [takes the tablet, starts MS Excel, creates a table] and do not delete it, is will remain for the next group [then he leaves the subgroup of younger members and joins his subgroup] |

YS1 | I do not know how and based on what that excel calculates (2). |

YS2 | Neither do I. |

YS3 | It’s kind of a black box (3). It gives the data but we do not know where the formula is hidden. |

#### 3.2. Strategy 2: Protractor

T | I should point out that to ensure the correct measurement the rope should be tight. |

YS2 | How to ensure that the rope will be tight? |

YS3 | We can hold it stretched. |

OS1 | And how would you measure it, if it should be tight all the time? What should we put there? |

#### 3.3. Strategy 3: Application

YS1 | What should we look for in the app menu? |

T | Try to look and guess what we can use. |

YS2 | There is a picture like the protractor we used, so may be that one (1). |

YS3 | We need to set here something. |

OS2 | We need to know the height of the tablet. What height we should use? |

YS3 | My height. |

YS1 | Do you have the tablet on your head? |

YS3 | No, I hold it in my hands. But I think I should put it close to my eyes, same as we measured by paper protractor. (2) |

T | So, what height should you set? |

YS3 | The height of my eyes. |

#### 3.4. Remarks about the Impacts of the Activity

#### 3.5. Limitations of the Study

## 4. Conclusions

## Supplementary Materials

## Author Contributions

## Funding

## Acknowledgments

## Conflicts of Interest

## References

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**Figure 4.**High student willingness to use the artefact as influenced by a similar level of background knowledge and perceived control.

**Figure 5.**High student willingness to use the artefact as influenced by higher complexity of the tool.

Before Intervention | After Intervention | ||
---|---|---|---|

Measuring the length | |||

using ICT | without ICT | Total | |

using ICT | 0 | 0 | 0 |

without ICT | 17 | 10 | 27 |

Total | 17 | 10 | 27 |

Using tablet for | |||

no-STEAM | Including STEAM | Total | |

no-STEAM purposes | 4 | 3 | 18 |

including STEAM | 14 | 6 | 9 |

Total | 17 | 10 | 27 |

Using tablet for | |||

no-measuring | measuring | Total | |

no measuring | 0 | 0 | 18 |

including measuring | 14 | 13 | 9 |

Total | 14 | 13 | 27 |

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**MDPI and ACS Style**

Valovičová, Ľ.; Ondruška, J.; Zelenický, Ľ.; Chytrý, V.; Medová, J.
Enhancing Computational Thinking through Interdisciplinary STEAM Activities Using Tablets. *Mathematics* **2020**, *8*, 2128.
https://doi.org/10.3390/math8122128

**AMA Style**

Valovičová Ľ, Ondruška J, Zelenický Ľ, Chytrý V, Medová J.
Enhancing Computational Thinking through Interdisciplinary STEAM Activities Using Tablets. *Mathematics*. 2020; 8(12):2128.
https://doi.org/10.3390/math8122128

**Chicago/Turabian Style**

Valovičová, Ľubomíra, Ján Ondruška, Ľubomír Zelenický, Vlastimil Chytrý, and Janka Medová.
2020. "Enhancing Computational Thinking through Interdisciplinary STEAM Activities Using Tablets" *Mathematics* 8, no. 12: 2128.
https://doi.org/10.3390/math8122128