6.3 Mathematical statistical methods:
Process data in the survey of the current situation and test and evaluate the proposed teaching methods.
7. New contributions of the thesis
+ Overview of computational thinking concepts from other authors and inherit to come up with the concept of computational thinking.
Maybe you are interested!
-
Research on theoretical and practical basis of developing high-quality human resources to form a knowledge-based economy in Vietnam - 27 -
Theoretical and Practical Basis for Developing the Capacity to Use Information Technology in Teaching Information Technology for Ethnic Minority Students. -
Theoretical Basis for Developing Investment Credit Activities at Development Banks -
Theoretical and Practical Basis for Sustainable Tourism Development -
Theoretical and Practical Basis of Employee Job Satisfaction
+ Propose the elements of computational thinking including 4 components: problem decomposition, pattern recognition, algorithm design, abstraction and generalization.
+ Propose five directions for developing computational thinking in teaching.
+ Propose three measures to develop computational thinking in teaching Programming Engineering for students majoring in Information Technology and Telecommunications.
+ Proposed a process for organizing the teaching of Programming Techniques to develop computational thinking for KTĐT-VT students.
+ Apply and prepare two illustrative lesson plans in teaching the subject Programming Techniques for students majoring in Information Technology and Telecommunications.
8. Thesis structure
In addition to the introduction, general conclusion and recommendations, appendix, the structure of the thesis includes 3 chapters as follows:
Chapter 1. Theoretical and practical basis for developing computational thinking in teaching
Chapter 2: Developing computational thinking for students in teaching Programming Engineering
Chapter 3. Testing and Evaluation
Chapter 1. THEORETICAL AND PRACTICAL BASIS OF DEVELOPING COMPUTATIONAL THINKING IN TEACHING
1.1 OVERVIEW OF RESEARCH ON DEVELOPING COMPUTATIONAL THINKING IN TEACHING
Developing thinking in general in the teaching and learning process has been valued and studied for a long time. Right from the first steps of human society as well as in the field of education, countries, social organizations as well as many researchers have always been interested in training people with the ability to think and solve problems and find new and more effective solutions in work and life. Science and technology develop at an increasingly high speed, at an increasingly deep level, and in an increasingly wide range; production and life practices always pose many problems that need to be solved. All of these factors make people always have to think, calculate, and find solutions. Therefore, right from when they are still in school, learners not only acquire knowledge but also have to form, practice and develop intellectual operations and intellectual activities. To do that, schools need to research to find ways to develop thinking for learners. In teaching, we must give students questions that stimulate curiosity, self-discovery, reasoning, independence of thinking, and discovery of unexpected ideas.
According to some scientific forecasts, it is believed that after the information age (also known as the fourth wave of civilization after agriculture, industry and information technology) is the era of widespread mass creativity thanks to the use of scientific creative thinking methods. Creative science will contribute significantly to helping us find a shortcut to sustainable development, successfully carry out the cause of industrialization, modernization of the country and the cause of "growing people" [5].
1.1.1 Research on thinking development in teaching
Thinking is a special type of human activity. It is thanks to thinking that people not only have the ability to discover and conquer the world but also constantly improve and develop the system of production tools to achieve increasingly high labor productivity, and human labor is increasingly liberated. Thanks to thinking, science and technology are constantly progressing, production is increasingly developing, making the material and spiritual needs of social life increasingly satisfied [42]. Developing the thinking capacity of learners has long been considered one of the key factors of decisive significance in training human resources for society.
1.1.1.1 International studies on thinking
Talking about the importance of thinking for humans, many comments have been made by scientists and researchers such as: "Whoever does not want to think is a fanatic, whoever cannot think is a fool, whoever does not dare to think is a slave" (W. Drummond); Or Gauss said "Intelligence is the result of brain activity. Laziness in thinking will lead to the cessation of this organ, that is, brain atrophy" ; Emerson said: "Thinking is the seed of action" ; Pascal also said: "Thinking creates human greatness" ; "I think, therefore I exist" .
In the world, since ancient times, many ancestors have highly appreciated the training and development of thinking in teaching. According to the ancient Greek proverb, "Teaching is not pouring knowledge into an empty barrel but lighting a fire" . In later times, the "father" of more than a thousand inventions for humanity, Thomas Edison also stated: "The most important task of civilization is to teach people to think" .
In modern times, the issue of developing thinking and creativity is increasingly of interest, especially to psychologists and educators.
XL Rubinstein's research work states: "Thinking is the restoration in the mind of the subject and object at a more complete and comprehensive level than the sensory materials that appear due to the impact of the object" [17].
Depending on the basis and assessment of each author, they classify different types of thinking. For example, according to VA Cruchetxki, based on the independence of the thinking subject, thinking is divided into four types: "Positive thinking, independent thinking, creative thinking, and theoretical thinking" [4]. According to AV Petrovsky and L.
B. Itenxôn proposed four types of thinking: figurative thinking , practical thinking , scientific thinking and logical thinking [46]. According to J. Piaget, there are often two types of thinking: "Concrete thinking and formal thinking" [34]. With the author VV Davydov, based on the nature, he divided two types of thinking: "Theoretical thinking, empirical thinking" [7].
Discussing creative teaching and stimulating thinking, many researchers have also drawn conclusions. In the article of psychologist GE Giuravliov, it is stated that creative teaching at universities has three aspects: teaching can be considered as one of the forms of the labor process; universities need to set the task of creative teaching; at universities, students need to be prepared to become producers, leaders of production groups, technical groups, and scientific groups [21]. According to PL Kapitxa: "Educating creative abilities in people is based on the development of independent thinking..." [47].
The outstanding American psychologist and educator, Richard Feynman, proposed teaching new thinking methods in educational institutions instead of repetitive thinking methods [40].
Related research works on stimulating thinking in teaching have been published [40] such as:
- Research on the application of creative techniques in Science and Technology, abbreviated as TRIZ, has been widely popular since the 60s of the 20th century in countries with developed industries such as Germany, the US, Japan, etc. Organized annually on a global scale.
- Research on the use of color to stimulate thinking by Edward De Bono.
- Research on the effective use of pictorial diagrams by Tony Buzan.
In the period of strong development of science and technology, production labor requires workers to have new qualities, abilities, and appropriate new thinking skills, so many psychologists and educators are interested in researching technical thinking. Authors EA Faraponova and colleagues [19] focus on studying the characteristics of technical thinking, the path of formation and development of technical thinking. Besides, other authors such as TV Kudriasep, VA Xcacun [19] affirm that "Problem-posing teaching is a common means to develop technical thinking", and put forward the viewpoint that problem-posing teaching and Angoritic teaching are the most effective teaching methods in forming and developing technical thinking for students. In addition, this issue is also studied by many researchers in the former Soviet Union and European and American countries to apply other teaching methods such as programmatic teaching, teaching according to technological ideology[19].
Entering the information explosion stage, many researchers in the world are interested in the type of algorithmic thinking in teaching. The authors have researched and proposed six common characteristics of algorithmic thinking and mathematical thinking, pointing out the differences between them. This type of thinking appears in some research works of A. Engel [51], DE Knuth [62],
SB Maurer and A. Ralston [55],… With authors Gal-Ezer and Orna Lichtenstein [64] giving three ways to use algorithmic thinking in the process of teaching mathematical concepts.
1.1.1.2 Domestic research on thinking
In the country, up to now, there have been many research works mentioning different types of thinking in teaching Mathematics such as: Creative thinking ([35], [38], [49]), Logical thinking ([16], [41]), Critical thinking [27], Functional thinking [32], Dialectical thinking ([8], [17]), Statistical thinking [3], Reversible thinking [26],... Besides, there are also some research works on applying methods to stimulate thinking for students ([15], [18], [40]), as well as training skills to perform thinking operations for high school students in teaching Mathematics [13].
In Physics teaching, there is also a research work by Ngo Dieu Nga on scientific and technical thinking when teaching the "Optics" part to 8th grade students in secondary school [30].
In recent decades, domestic researchers have also paid attention to and applied it to teaching technical thinking and teaching technical labor. Based on the research results of psychologists and educators abroad, authors such as Nguyen Trong Khanh ([19], [20]), Nguyen Van Khoi [22], Nguyen Duc Thanh [39], ... analyzed the psychological and physiological characteristics of students, the conditions and educational environment of the country, ... They have creatively applied measures to form and develop technical thinking for students in the process of teaching technical skills, comprehensive technical education, and vocational training [19].
Another type of thinking that has been mentioned a lot in recent years is algorithmic thinking. There have also been a number of domestic research works on the topic of teaching and developing algorithmic thinking for high school students. For example, in the thesis "Developing students' algorithmic thinking while teaching number systems in high schools" , author Vuong Duong Minh studied the method of teaching algorithms on number systems in high schools and built a system of exercises for the chapter "Calculations on analysis".
number” (Math Grade 6). The author introduces the concept of algorithm in the intuitive sense as follows: “An algorithm is a precise and monovalent rule that specifies a finite number of elementary operations in a certain order on objects so that after a finite number of steps of performing those operations, we obtain the desired result” [29]. From the statement that helps us visualize the concept, the author has pointed out monovalent and definite steps to solve arithmetic problems and problems solved by numerical methods in high school. In the thesis, the author also presented a system of main ideas on developing algorithmic thinking in Mathematics as follows:
- Train students in algorithmic thinking activities while and aiming to carry out mathematical requirements.
- Motivation and goal orientation for algorithmic thinking activities in three stages: (a) Motivation and goal orientation at the beginning of algorithmic thinking activities; (b) Motivation and goal orientation while conducting algorithmic thinking activities; (c) Motivation and goal orientation at the end of algorithmic thinking activities.
- Impart to students knowledge of algorithmic thinking methods while organizing and controlling practice of algorithmic thinking activities.
- Classify algorithmic thinking activities based on criteria such as:
(a) Cognitive plane; (b) Content of algorithmic thinking activity; (c) Complexity of algorithmic thinking activity; (d) Quality of algorithmic thinking activity; (e) Complexity of the object of algorithmic thinking activity.
Author Nguyen Chi Trung also proposed the concept of algorithmic thinking in his thesis [42]. The author identifies and analyzes the manifestations and levels of algorithmic thinking development; proposes some new approaches in teaching and developing algorithmic thinking for high school students and experimentally teaches some algorithms in informatics for 10th grade students.
The development of algorithmic thinking for technical college students was also studied by author Nguyen Duc Thanh, oriented and proposed some measures according to the given orientation and experiment in teaching advanced mathematics [39]. Along with algorithmic thinking, the author also mentioned the development of technical thinking for college students.
The simplification of the concept of algorithm to approach the algorithm for solving problems on computers has been proposed by the group of authors Bui Van Nghi, Vuong Duong Minh, Nguyen Anh Tuan [31] and has pointed out the characteristics of algorithms. They also proposed the concept of algorithmic thinking when solving a problem.
In short, over the past centuries, scientific works and human achievements have been created by thinking. There have been many approaches to research, explore both the depth of consciousness and the level, methods of stimulating thinking and now we still have to continue to research. Up to now, the problem of thinking has been concerned in many aspects such as Philosophy, Logic, Sociology, Physiology, Psychology, Teaching Theory, etc. Philosophy studies thinking from the perspective of cognitive theory. Logic studies thinking from the perspective of correct thinking rules. Sociology studies thinking in the development of cognitive processes in different social regimes. Physiology studies the mechanism of higher neural activity as the material basis of human thinking processes. Cybernetics studies thinking to be able to create "Artificial Intelligence". Psychology studies the development of the thinking process, the specific interrelationship of thinking with other aspects of cognition [39]. With those achievements, it has been quickly applied to building teaching and training models.