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dc.contributor.convenorInternational Association of Technology, Education and Developmenten_US
dc.contributor.authorEstivill-Castro, Vladimiren_US
dc.contributor.editorL. Gómez Chova, D. Martí Belenguer, I. Candel Torresen_US
dc.date.accessioned2017-04-24T11:31:15Z
dc.date.available2017-04-24T11:31:15Z
dc.date.issued2010en_US
dc.date.modified2012-09-20T22:21:03Z
dc.identifier.urihttp://hdl.handle.net/10072/37403
dc.description.abstractThis paper describes a project that proposes a strategy to address the weaknesses in students abilities for abstract thinking and generic problem-solving skills. We suggest focusing on problemsolving skills outside textual programing by developing settings where descriptions of algorithmic solutions can be performed by physical and concrete constructions. It is a response to the decreasing performance in state-wide admission indicators of the cohorts arriving to university. This suggests a new way to teach is required. The proposal here is similar to new teaching trends around the work to teach computer science concepts and algorithms by implementing theories of constructivism, situated learning [11,16], active learning [15] and collaborative learning. Thus, we provide educational tools and "situated-leaning" activities that concur with others in the belief that these promote learning within an authentic context. We also follow the path that "kinesthetic learning" participation in such activities promotes learning by doing. However, the distinctive aspect of our approach is that the focus is on developing problem-solving skills using as a vehicle the situation and challenges of some computer science concepts. That is, the objective is not to teach computer science concepts (although some of these are developed). We also provide explicit instruction on problem-solving. In this paper we describe the approach with one activity. The activity progresses from a concrete individual experience in an outdoors environment or open gym, to working with concrete building material and then with a virtual environment in the computer. Usage of the computer is delayed and the last stage is indeed a textual based programming language; however, the progression is for reinforcing the problem-solving skills and is their applicability to larger scales of the same problemen_US
dc.description.publicationstatusYesen_US
dc.format.extent347975 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_US
dc.publisherInternational Association of Technology, Education and Development (IATED)en_US
dc.publisher.placeValenciaen_US
dc.publisher.urihttp://library.iated.org/view/ESTIVILLCASTRO2010CONen_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofconferencenameEDULEARN 2010en_US
dc.relation.ispartofconferencetitleInternational Conference on Education and New Learning Technologies. EDULEARN10 Proceedingsen_US
dc.relation.ispartofdatefrom2010-07-05en_US
dc.relation.ispartofdateto2010-07-07en_US
dc.relation.ispartoflocationBarcelona, Spainen_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchHigher Educationen_US
dc.subject.fieldofresearchProgramming Languagesen_US
dc.subject.fieldofresearchcode130103en_US
dc.subject.fieldofresearchcode080308en_US
dc.titleConcrete Programing for Problem-Solving Skillsen_US
dc.typeConference outputen_US
dc.type.descriptionE2 - Conference Publications (Non HERDC Eligible)en_US
dc.type.codeE - Conference Publicationsen_US
gro.facultyGriffith Sciences, School of Information and Communication Technologyen_US
gro.rights.copyrightCopyright 2010 IATED. The attached file is reproduced here in accordance with the copyright policy of the publisher. For information about this conference please refer to the conference’s website or contact the author.en_US
gro.date.issued2010
gro.hasfulltextFull Text


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    Contains papers delivered by Griffith authors at national and international conferences.

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