Algorithm Visualization and its Impact on  Self-efficacy, Metacognition and Computational Thinking Concepts Using the Computational Pedagogy Model in STEM Content Epistemology

Sarantos Psycharis; Dimitris Mastorodimos; Konstantinos  Kalovrektis; Panagiotis Papazoglou; Lampros Stergioulas; Munir Abbasi

doi:10.51724/ijpce.v10i4.66

Authors

Sarantos Psycharis School of Pedagogical and Technological Education (ASPETE) https://orcid.org/0000-0002-6239-7731
Dimitris Mastorodimos Greek Ministry of Education Research and Religion, Greece
Konstantinos Kalovrektis University of Thessaly, Greece
Panagiotis Papazoglou Technological Educational Institute of Central Greece, Greece
Lampros Stergioulas University of Surrey, UK https://orcid.org/0000-0002-8615-2253
Munir Abbasi University of Surrey, UK

DOI:

https://doi.org/10.51724/ijpce.v10i4.66

Keywords:

Visualization, Algorithms, self-efficacy, metacognition, Computational Thinking, STEM, Computational Pedagogy

Abstract

The objective of this article is twofold. One objective is the development of models of visualized algorithms (VAs) for three fundamental algorithms, the bubble sort algorithm, the selection sort algorithm and the insertion sort algorithm, using the Easy Java simulations software (Ejs) and the Computational Pedagogy model. The second objective is to investigate: a) VAs impact on learners’ self-efficacy as a general structure, metacognitive experience, critical thinking and motives and b) VAs impact on learners’ self-efficacy relative to Computational Thinking. An intervention in the form of a didactic model was implemented that utilized VAs and the Computational Pedagogy approach. Finally, we argument how VAs can be embedded in the Computational STEM pedagogy approach in teaching and learning sequences through applications related to authentic problems.

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