There is growing recognition in the education community that the problem‐solving practices that comprise computational thinking (CT) are a fundamental component of both life and work in the ...twenty‐first century. Historically, opportunities to learn CT have been confined to computer science (CS) and elective courses that lack racial, ethnic, and gender diversity. To combat this inequity, a number of scholars have proposed integrating CT practices into core curriculum——especially science, technology, engineering, and math curriculum. Successfully achieving the goal of integrated CT, however, depends on frameworks to guide integration, professional development for teachers, exemplars of successful integrations, and identifications of the barriers teachers encounter. Research pertaining to each of these areas is in its infancy. This study addresses these needs through a collective case study of 10 secondary science teachers' implementations of a novel, process‐based, unplugged approach to CT/science integration and the factors that supported or hindered their CT/science integration efforts. The results of this work reveal that: (1) an unplugged and process‐based approach to CT/science integration shows promise as a vehicle for infusing CT into diverse science classrooms; (2) educators' teaching context exerts a strong influence on their CT‐integration efforts and persistence; and (3) special attention is needed to support teachers in their CT/science integrations including algorithm creation. This study also demonstrates the utility of the Fraillon et al.'s CT framework as a guide for CT/science integration efforts and sheds light on the unique affordances of unplugged strategies for implementing CT‐integrated science curricula.
Computational thinking (CT) is being located at the focus of educational innovation, as a set of problem-solving skills that must be acquired by the new generations of students to thrive in a digital ...world full of objects driven by software. However, there is still no consensus on a CT definition or how to measure it. In response, we attempt to address both issues from a psychometric approach. On the one hand, a Computational Thinking Test (CTt) is administered on a sample of 1,251 Spanish students from 5th to 10th grade, so its descriptive statistics and reliability are reported in this paper. On the second hand, the criterion validity of the CTt is studied with respect to other standardized psychological tests: the Primary Mental Abilities (PMA) battery, and the RP30 problem-solving test. Thus, it is intended to provide a new instrument for CT measurement and additionally give evidence of the nature of CT through its associations with key related psychological constructs. Results show statistically significant correlations at least moderately intense between CT and: spatial ability (r = 0.44), reasoning ability (r = 0.44), and problem-solving ability (r = 0.67). These results are consistent with recent theoretical proposals linking CT to some components of the Cattel-Horn-Carroll (CHC) model of intelligence, and corroborate the conceptualization of CT as a problem-solving ability.
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•A Computational Thinking Test (CTt) aimed at Grades 5th to 10th is provided•Computational thinking correlates moderately with spatial and reasoning abilities•Computational thinking correlates strongly with problem-solving ability•Results are consistent with proposals linking CT with the CHC model of intelligence•Gender differences in computational thinking performance are discussed
Demystifying computational thinking Shute, Valerie J.; Sun, Chen; Asbell-Clarke, Jodi
Educational research review,
November 2017, 2017-11-00, Volume:
22
Journal Article
Peer reviewed
Open access
This paper examines the growing field of computational thinking (CT) in education. A review of the relevant literature shows a diversity in definitions, interventions, assessments, and models. After ...synthesizing various approaches used to develop the construct in K-16 settings, we have created the following working definition of CT: The conceptual foundation required to solve problems effectively and efficiently (i.e., algorithmically, with or without the assistance of computers) with solutions that are reusable in different contexts. This definition highlights that CT is primarily a way of thinking and acting, which can be exhibited through the use particular skills, which then can become the basis for performance-based assessments of CT skills. Based on the literature, we categorized CT into six main facets: decomposition, abstraction, algorithm design, debugging, iteration, and generalization. This paper shows examples of CT definitions, interventions, assessments, and models across a variety of disciplines, with a call for more extensive research in this area.
•Review of current CT literature shows no consensus definition or model of CT.•We propose a definition and model of CT to inform instruction and assessment.•Our CT model can be used across disciplines and educational settings.•We illustrate how the model is being adapted for assessment in a CT learning game.
In the PISA 2021 framework, Computational Thinking (CT) is described as a detailed mathematical solution to the problem to be solved. However, CT-based learning still needs to be widely applied in ...Indonesia. This study aims to describe the CT ability of students in grade IX of junior high school based on CT indicators on the material of signed numbers. The data collection techniques in this study were test questions and interviews. Students who obtained high categories with scores above 45.76 were six students with a percentage of 21%, students who received medium categories with scores between 11.94 and 45.76 were 19 students with a rate of 66%, and students who obtained low categories with scores below 11.94 were four people with a percentage of 13%. The results of the study state that as many as 39% of students can decompose the problems given, 17% of students can recognize patterns in the problem, 24% of students can sort out the information in the situation or abstract, and 26% of students can solve problems well according to algorithm indicators.
As computational thinking (CT) is being embraced by educational systems worldwide, researchers and teachers have posed important questions such as “what to teach” and “what can be learned.” These ...questions are universally crucial to the learning of all subjects. Nevertheless, there is no up-to-date, systematic overview of CT education for K-9 students that attempt to provide answers to these crucial questions. Thus, this systematic review presents a synthesis of 55 empirical studies, providing evidence of the development of computational thinking through programming in Scratch, one of the most popular visual block programming languages in schools. The purpose of this review is to systematically examine the CT skills that can be obtained through Scratch in K-9 based on empirical evidence. This systematic review has adopted Brennan and Resnick's (2012) framework as the basis for defining and identifying the expected CT skills in K-9. The major findings entail what computational thinking skills students in K-9 can learn through Scratch in relation to the framework mentioned above, taking the progression of learning into account. Additional CT skills that are not captured by the framework were identified including input/output, reading, interpreting and communicating code, using multimodal media, predictive thinking, and human-computer interaction. These additional CT skills are not currently presented in Brennan and Resnick's (2012) framework and can be considered as possible supplements to their framework. Furthermore, the paper discusses the difficulties regarding assessment and the progression of the identified skills, as well as problems with study designs. Finally, the paper sets out suggestions for future studies based on the current research gaps.
•The paper identified computational thinking skills that can be obtained through Scratch in compulsory education.•The paper presented a quantitative analysis of the methodology of the empirical studies.•The paper described the learning challenges and difficulties associated with the identified computational thinking skills.•The paper provided an overview of the progression of the computational thinking skills according to the learners' ages.•The paper revealed some problems in scientific reporting.
Computational thinking (CT) is considered a fundamental skill that everyone in the 21st century should have. Game-based learning (GBL) may be used to teach CT, and it’s necessary to clarify how to ...design and implement game-based CT teaching. The literature was systematically searched for empirical studies published between 2011 and 2021. Thirty-nine studies were included in the review and findings suggested that GBL has positive effects on CT, but has non-significant effects on some CT elements (e.g., conditions, triggers, and abstraction) because of limited time to learn these elements and students’ preferences for using CT elements. Game elements, particularly clear goals and rules, progressive challenges, immediate feedback, storyline, avatar, social interaction and various reward mechanisms were used to motivate students to engage in activities to develop CT. Furthermore, single or multiple theoretical foundations, such as constructivist learning theory and experiential learning theory, may guide the design and implementation of game-based activities. Problem-solving, project-based approaches were used to encourage students to use CT to solve problems or complete a project. Finally, guidelines for designing and implementing game-based learning activities for promoting CT were discussed.
With the increasing attention to Computational Thinking (CT) in education, there has been a concomitant rise of needs and interest in investigating how to assess CT skills. This study systematically ...reviewed how CT has been assessed in the literature. We reviewed 96 journal articles to analyze specific CT assessments from four perspectives: educational context, assessment construct, assessment type, and reliability and validity evidence. Our review results indicate that (a) more CT assessments are needed for high school, college students, and teacher professional development programs, (b) most CT assessments focus on students' programming or computing skills, (c) traditional tests and performance assessments are often used to assess CT skills, and surveys are used to measure students’ CT dispositions, and (d) more reliability and validity evidence needs to be collected and reported in future studies. This review identifies current research gaps and future directions to conceptualize and assess CT skills, and the findings are expected to be beneficial for researchers, curriculum designers, and instructors.
•A review of current CT assessments about context, construct, assessment type, and psychometric evidence.•Fewer CT assessments were examined in high school, college, and professional development than in elementary school.•Most CT assessments focused on students' programming or computing skills.•Traditional and portfolio assessments were often used to assess CT, and surveys were used to measure CT dispositions.•Half of the studies reported reliability and validity evidence of their CT assessment.
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