A systematic mapping study on assessing computational thinking abilities

Araujo, Ana Liz Souto O.; Andrade, Wilkerson L.; Guerrero, Dalton

doi:10.1109/fie.2016.7757678

Cited by 53 publications

(41 citation statements)

References 30 publications

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“…Although studies that investigated the approaches for integrating CT in teaching specific disciplines exists [20], there seems to be limited attempt to study the application and impact of CT at HEI to teach programming education and problemsolving. For example, Araujo et al, [21] studied the techniques and approaches used by researchers and teachers to assess the development of CT abilities in students. Their work explored previously proposed approaches to promote CT and classified them based on their capability to assess CT in education.…”

Section: Ct For Problem-solving and Programming Educationmentioning

confidence: 99%

A Systematic Review of Computational Thinking Approach for Programming Education in Higher Education Institutions

Agbo

Oyelere

Suhonen

et al. 2019

Proceedings of the 19th Koli Calling International Conference on Computing Education Research

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This study examined how computational thinking (CT) has been used to teach problem-solving skills and programming education in the recent past. This study specifically (i) identified articles that discussed CT approach for programming education at higher education institutions (HEIs), (ii) classified the different CT approaches and tools employed for programming education at HEIs, (iii) synthesised and discussed results that are reported by relevant studies that utilized CT for teaching programming at HEIs. A systematic literature review methodology was adopted in this study. Out of 161 articles retrieved, 33 of them that met the inclusion criteria were reviewed. Our study revealed that the use of CT at HEIs for programming education began in 2010; many studies did not specify the context of use, but the use of CT is found to be gaining grounds in many contexts, especially the developed countries; course design approach was mostly employed by educators to introduce CT at HEIs for programming education. Furthermore, this study pointed out how CT approach can be explored for designing a smart learning environment to support students in learning computer programming.

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Section: Ct For Problem-solving and Programming Educationmentioning

confidence: 99%

A Systematic Review of Computational Thinking Approach for Programming Education in Higher Education Institutions

Agbo

Oyelere

Suhonen

et al. 2019

Proceedings of the 19th Koli Calling International Conference on Computing Education Research

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“…A systematic mapping study carried out by [11] focused on the approaches used to observe and assess the development of CT skills. The mapping results have shown that the vast majority of the studies considered the general problem-solving.…”

Section: Related Workmentioning

confidence: 99%

Reflecting on Computational Thinking Studies for High School Education

Sondakh

2019

CogITo Smart Journal

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Berpikir komputasional telah diakui sebagai suatu kebutuhan dalam menyelesaikan masalah yang kompleks. Beberapa penelitian telah dilakukan untuk memperkenalkan keterampilan ini ke semua tingkat pendidikan. Penelitian ini bertujuan untuk meninjau penelitian tentang berpikir komputasi pada tingkat sekolah menengah. Khususnya, penelitian ini mengkaji domain penelitian, mengidentifikasi metode-metode untuk memperkenalkan berpikir komputasional, serta konsep-konsep berpikir komputasional yang diajarkan kepada pelajar. Tinjauan literatur sistematik dilakukan untuk mencapai tujuan tersebut. Hasil penelitian menunjukkan: penelitian berpikir komputasional mencakup kajian teori, pengembangan kurikulum, pengukuran, dan pengembangan alat. Kajian teori ditujukan untuk memformulasikan konsep. Selain keterampilan teknis, soft-skills telah dinyatakan sebagai elemen berpikir komputasional. Namun, perhatian untuk melibatkan soft-skills dalam penelitian masih kurang. Sebagian besar penelitian difokuskan pada integrasi berpikir komptasional ke dalam kurikulum. Coding menjadi metode yang paling banyak digunakan untuk mengajarkan berpikir komputasional. Sehingga, algorithmic thinking dan abstraction muncul sebagai keterampilan yang paling sering diajarkan atau diukur. Akhirnya, penelitian ini menggarisbawahi adanya kesenjangan untuk dikaji lebih lanjut yaitu berkaitan dengan pengukuran keterampilan berpikir komputasional dan untuk menyertakan soft-skills pada penelitian berpikir komputasional. Kata Kunci—Berpikir komputasional, Sekolah menengah, Penyelesaian masalah

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“…Now that there is greater consensus on what computational thinking is and there are measures to assess CT among younger students, the question remains, how can we use a reliable and valid measure as a feedback mechanism for improving students' CT ability? According to a recent study, Scratch (https://scratch.mit.edu/) is one of the most popular ways to teach coding in K-8 throughout the world de Araujo, Andrade, & Serey-Guerrero, 2016). Despite its popularity, Scratch lacks a formative feedback tool to inform students and teachers of a student's progress in coding ability.…”

Section: Measurement As a Feedback Mechanism For Improving Computatiomentioning

confidence: 99%

“…de Araujo, A., Andrade, W., & Serey-Guerrero, D. (2016). A systematic mapping study on assessing computational thinking abilities.…”

Section: Assessing Computational Thinkingmentioning

confidence: 99%

Using Dr. Scratch as a Formative Feedback Tool to Assess Computational Thinking

Rich

Browning

2019

Advances in Educational Technologies and Instructional Design

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This study investigated if using Dr. Scratch as a formative feedback tool would accelerate students' Computational Thinking (CT). Forty-one 4th-6th grade students participated in a 1-hour/week Scratch workshop for nine weeks. We measured pre- and posttest results of the computational thinking test (CTt) between control (n = 18) and treatment groups (n = 23) using three methods: propensity score matching (treatment = .575; control = .607; p = .696), information maximum likelihood technique (treatment effect = -.09; p = .006), and multiple linear regression. Both groups demonstrated significantly increased posttest scores over their pretest (treatment = +8.31%; control = +5.43%), showing that learning to code can increase computational thinking over a 2-month period. In this chapter, we discuss the implications of using Dr. Scratch as a formative feedback tool the possibilities of further research on the use of automatic feedback tools in teaching elementary computational thinking.

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A systematic mapping study on assessing computational thinking abilities

Cited by 53 publications

References 30 publications

A Systematic Review of Computational Thinking Approach for Programming Education in Higher Education Institutions

A Systematic Review of Computational Thinking Approach for Programming Education in Higher Education Institutions

Reflecting on Computational Thinking Studies for High School Education

Using Dr. Scratch as a Formative Feedback Tool to Assess Computational Thinking

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