Pensée computationnelle

Résumé

La pensée computationnelle s'intéresse à la résolution de problèmes, à la conception de systèmes ou même à la compréhension des comportements humains en s'appuyant sur les concepts fondamentaux de l'informatique théorique. Postulée par Seymour Papert en 1996, la pensée computationnelle est le processus réflexif impliqué dans la formulation de problèmes et de leurs solutions de manière que leur résolution puisse être effectuée par un agent de traitement de l'information. Le concept de pensée computationnelle a été critiqué comme étant trop vague, étant donné qu'il est rarement clair en quoi il est différent des autres formes de pensée Cette inclination a été appelée « chauvinisme informatique ». Description À une micro-échelle, la pensée computationnelle pourrait être assimilée à l'acte de programmer mais cette conception serait trop étroite, réduisant celle-ci à l'idée de maîtriser un langage de programmation ou un autre. À plus haute échelle, la pensée computationnelle p

Source officielle

https://fr.wikipedia.org/wiki/Pens%C3%A9e_computationnelle

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Teachers’ Reasons to Join a Community About Educational Robotics and STEAM: A Swiss Experience

Today we live in a digital society that requires the acquisition of new skills related to computer science, such as computational thinking or coding skills, as well as cross-curricular skills, such as communication, collaboration and creativity. A possible tool that allows fostering these skills in schools is educational robotics. However, the question is how to bring educational robotics into schools? Indeed, only a few teachers are conducting educational robotics activities in their classrooms. This is where Roteco comes in. We aim to create a community of teachers interested in educational robotics and to offer training in this field in order to increase the presence of robotics in the classroom. As part of the project, a teacher training concept, a collaboration platform and various teaching resources were developed. This paper presents the project and the results of a survey with 87 teachers about the reasons why they joined the Roteco community and how they contribute to its growth. The main findings show that teachers joined Roteco to remain informed about robotics, to be inspired by other teachers and to get didactic resources. Only a few of them also joined in order to communicate with other teachers or to share their own materials. In order to create a vibrant community is however important to motivate teachers to be more active.

Springer, Cham2021

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A Robotic Teacher Community to Foster the Integration of Educational Robotics in School

The digital society requires the acquisition of skills related to computer sciences like computational thinking or competences in coding. Also transversal competences like communication, collaboration and creativity are increasingly important. Educational robotics is perceived as a valuable tool to increase such competences and is more and more present in the new school curricula. However only few teachers carry out educational robotics activities in their classes. The Roteco project aims to train school teachers in the field of educational robotics and computer science and to develop a community where teachers can find support and exchange experiences and educational activities in order to increase the presence of robotics in school classes. In the project a teacher training and a collaborative platform have been developed. The platform allows teachers to contact other teachers or experts. Teachers can easily publish, select and download didactic activities of other pairs with the related materials. In this paper the project and first results are presented.

Springer, Cham2021

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Today the digital society in which we live requires the acquisition of new computer-related skills, such as computational thinking or coding skills, as well as cross-curricular skills, such as communication, collaboration and creativity. Preparing and inspiring educators to discover, learn and contribute to child-centered innovative ideas and emerging technologies is at the heart of our mission. Within the framework of the project, a teacher training concept, a collaboration platform and various pedagogical resources have been developed. The demonstration will present the DNA of the Roteco project, the collaborative platform and its contents and how Roteco is currently supporting its community of educators. Roteco encourages synergies with FabLearn Europe / MakeEd and in the spirit of open-ended exploration encourages the possibilities.

ACM2021

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