Search Results (9)

Computational thinking skills among high school students have become a global concern, especially in the context of the ever-evolving digital education era. However, the attention given by teachers to this skill during mathematics instruction has not been a priority. This study aims to evaluate and explore the impact of project-based learning (PBL) integrated with flipped classroom on high school students’ computational thinking skills in mathematics. The research design employed a mixed-method approach with a quasi-experimental, nonequivalent pre-test post-test control group design. The experimental group (46 students) and control group (45 students) were selected through simple random sampling from 12th-grade science students. Data were collected through tests, questionnaires, and in-depth interviews, using instruments such as computational thinking skills assessment questions, questionnaires, and interview protocols. Quantitative data analysis was performed using SPSS Version 26 for t-tests and ANOVA, while qualitative analysis was conducted using ATLAS.ti with an abductive-inductive and thematic approach. The findings indicate that PBL integrated with flipped classrooms significantly improved students’ decomposition, pattern recognition, and abstraction skills. The implementation of PBL, integrated with a flipped classroom, created an interactive learning environment, fostering active engagement and enhancing students’ understanding and skills in solving mathematical concepts. Although there was an improvement in algorithmic thinking skills, some students still faced difficulties in developing systematic solutions. The results of this study suggest that further research could explore other methodologies, such as grounded theory and case studies integrated with e-learning, and emphasize visual analysis methods, such as using photo elicitation to explore thinking skills. Full article

The rapid integration of computational thinking (CT) into STEM education highlights its importance as a critical skill for problem-solving in the digital age, equipping students with the cognitive tools needed to address complex challenges systematically. This study evaluates CT skills among Engineering and Computer Science students using a multi-method approach by combining quantitative methods (CTT scores and CTS responses) with qualitative methods (thematic analysis of open-ended questions), integrating objective assessments, self-perception scales, and qualitative insights. The Computational Thinking Test (CTT) measures proficiency in core CT sub-competencies, abstraction, decomposition, algorithmic thinking, and pattern recognition through objective tests. The Computational Thinking Scale (CTS) captures students’ perceived CT skills. At the same time, open-ended questions elicit perspectives on the practical applications of CT in academic and professional contexts. Data from 196 students across two Mexican universities were analyzed through quantitative and thematic methods. The results show that students excel in pattern recognition and abstraction but face decomposition and algorithmic thinking challenges. Cross-sectional analyses were conducted between CTT, CTS and the open-ended part to compare CT skills across different demographic groups (e.g., age, gender, academic disciplines), showing clear differences based on age, gender, and academic disciplines, with Computer Science students performing better than engineering students. These findings highlight the importance of CT in preparing students for modern challenges and provide a foundation for improving teaching methods and integrating these skills into university programs. Full article

Eliciting and interpreting students’ ideas are essential skills in teaching, yet pre-service teachers (PSTs) rarely have adequate opportunities to develop these skills. In this study, we examine PSTs’ patterns of discourse and perceived learning through engaging in an interactive digital simulation called Eliciting Learner Knowledge (ELK). ELK is a seven-minute, chat-based virtual role play between a PST playing a “teacher” and a PST playing a “student” where the goal is for the teacher to find out what the student knows about a topic. ELK is designed to be a practice space where pre-service and in-service teachers can learn strategies for effectively eliciting their students’ knowledge. We review the implementation of ELK in eight teacher education courses in math or science methods at six different universities and assess (a) patterns of interaction during ELK and (b) PSTs’ perceptions of ELK and their learning from the simulation. Our findings suggest that PSTs engage in effective practices such as eliciting and probing more often than less effective practices such as evaluating and telling. Results suggest that PSTs gain experience in practicing talk moves and having empathy for students’ perspectives through using ELK. Full article

Computational thinking (CT) is a critical skill needed for STEM professionals and educational interventions that emphasize CT are needed. In engineering, one potential pedagogical tool to build CT is modeling, an essential skill for engineering students where they apply their scientific knowledge to real-world problems involving planning, building, evaluating, and reflecting on created systems to simulate the real world. However, in-depth studies of how modeling is done in the class in relation to CT are limited. We used a case study methodology to evaluate a model-planning activity in a final-year undergraduate engineering classroom to elicit CT practices in students as they planned their modeling approach. Thematic analysis was used on student artifacts to triangulate and identify diverse ways that students used CT practices. We find that model-planning activities are useful for students to practice many aspects of CT, such as abstraction, algorithmic thinking, and generalization. We report implications for instructors wanting to implement model-planning activities into their classrooms. Full article

Educational research has been highlighting the importance of defining key competencies and learning outcomes related to education for sustainability as a reference for the transparent evaluation of students’ learning in this domain. Drawing on a reference framework that identifies five key competencies in sustainability (i.e., systems-thinking competency, anticipatory competency, normative competency, strategic competency, and interpersonal competency), the study reported in this paper aims to understand whether, how, and to what extent these competencies are present in doctoral theses in Higher Education published in Portugal in the past ten years. To address this objective, a qualitative study framed in an interpretative paradigm was conducted, and a literature review was used as a preferential research method to elicit meaning, gain understanding, and develop empirical knowledge. The retrieved documents were treated using deductive content analysis, which was performed using WebQDA software. Results of the analysis show that the competencies considered in the reference framework are present in research on education for sustainability carried out in recent years in Portugal, with a greater emphasis on strategic and anticipatory competencies. Findings suggest that it is important to continue to conduct research on these competencies to successfully integrate them into educational curricula and teacher education programs. Full article

This study presents an analysis of 95 lesson play scripts—hypothetical dialogues between the teacher and a student—written by 32 preservice teachers (PSTs). Writing lesson scripts was part of the assessment design activities to elicit and respond to students’ thinking. The findings present the types and frequencies of teacher talks/moves in fraction-related tasks during a stage of lesson plays, such as launch, active elicitation, and closure. Our analysis indicates a wide range in the number of turns taken by the PSTs, while there is little correlation between the number of turns and effectiveness at eliciting and responding to student thinking. The study also confirmed that some unproductive talk moves were still present in the lesson play context, although the PSTs had plenty of time to craft a script. This study drew implications of PSTs’ prior perceptions, experiences, knowledge, and needs in mathematics teacher education regarding the ways to create learning opportunities for them to elicit and respond to student thinking. Full article

This case study focuses on a team of teachers and students in a Lesson Study, focused on using mathematical modeling (MM) to make significant decisions to design and plan for a sustainable edible garden in their community. We examined (a) how teachers develop students’ capacity to engage in mathematical modeling, while attending to equitable teaching practices; and (b) how teachers’ view of teaching through mathematics modeling changed after unit implementation. We found that teachers were deliberate in employing specific structures, routines, and tools to attend to equitable participation, when eliciting student thinking in the modeling process. We found that teachers’ view of mathematics modeling changed as they recognized how MM allowed for (a) integration of important mathematics concepts while giving students ownership of the mathematics; (b) opportunity to assess both content and 21st century process skills; and (c) positive energy that came from both students and teachers when teaching through the use of mathematical modeling. A promising strategy for preparing our youth for rigorous mathematics and skills to solve ill-structured problems is by integrating mathematical modeling in early elementary grades to develop critical 21st century skills and a productive disposition towards problem posing and problem solving. Full article

Although not generally included in classroom activities of the past, cultivating creative thinking is considered one of the core strands in future-focused learning in schools. Learning focused on creative thinking is uncommon in school, mainly due to a lack of consensus on the definition of the creative thinking competency and a lack of effective methods designed for curriculum-embedded implementations of creative thinking learning and assessment in classrooms. This paper describes the development of a framework for formative assessments of creative thinking frameworks and provides considerations for the design of technology-enhanced learning and assessment in support of creative thinking competency in students. Task models described in the paper aimed to cultivate creative thinking and elicit evidence on competency development in students. Future directions for the development and validation of learning and assessment approaches are discussed. Full article

This study examined teacher questioning practices over a sequence of consecutive lessons in China. Based on the IRF (initiation–response–follow-up) framework, a comprehensive coding system was developed to analyze what kinds of verbal questions were initiated by the teachers to elicit mathematical information and in what ways the teachers made use of students’ verbal contributions. This study finds that all participating teachers’ questioning practices showed both variations and consistencies over the lesson sequence. It is argued that the act of asking questions in classroom interaction not only includes the teachers’ conscious planning so as to accomplish pedagogical goals, but also involves the teachers’ unconscious routine in how to build up on students’ thinking. Full article