Algorithmic thinking, cooperativity, creativity, critical thinking, and problem solving: exploring the relationship between computational thinking skills and academic performance

Doleck, Tenzin; Bazelais, Paul; Lemay, David John; Saxena, Atulya; Basnet, Ram B.

doi:10.1007/s40692-017-0090-9

Cited by 121 publications

(85 citation statements)

References 38 publications

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“…The findings of this study are in line with that of Vierra (2014), Fong et al (2017), and Ashoori (2014) who found a significant relationship between critical thinking and academic success. However, the findings contradict with that of Stupnisky, Renaud, Daniels, Haynes, and Perry (2007), Shirrel (2008), Bakhshi and Ahanchian (2013), and Doleck et al(2017) in terms of the number of participants, the educational context, sampling method, and statistical procedures.…”

Section: Discussioncontrasting

confidence: 74%

The Relationship Between Critical Thinking, its Subscales and Academic Achievement of English Language Course: The Predictability of Educational Success Based on Critical Thinking

Abbasi

Izadpanah

2018

Academy Journal of Educational Sciences

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Among the factors influencing students' educational performance of English language course, critical thinking is thought to be of crucial importance. Thus, the present study set out to explore the relationship between critical thinking, its subscales and English language achievement. Also, the predictability of English language proficiency based on critical thinking was investigated. The statistical population included all eleventh grade female students in district one of Zanjan city in the academic year of 2018-2019 with1400 people. The statistical sample was 300 people based on Cochran's formula. A multi-stage random sampling method was used to select the participants. The California Critical Thinking Skills Test, Form B was used to assess students' critical thinking ability. The participants' scores of English language course at the end of the first semester were considered as a criterion for their English language proficiency. The results of the correlation analyses revealed that critical thinking and its subscales correlated significantly with academic achievement (p=0.0). Also, based on regression tests, it was revealed that English language proficiency is predictable based on critical thinking. The findings of this study would be beneficial for students, teachers, schools and educational officials.

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Section: Discussioncontrasting

confidence: 74%

The Relationship Between Critical Thinking, its Subscales and Academic Achievement of English Language Course: The Predictability of Educational Success Based on Critical Thinking

Abbasi

Izadpanah

2018

Academy Journal of Educational Sciences

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“…Billett (2003, p. 8) argues that "Proposing problem solving as a generic process, not requiring detailed knowledge of the situation where the activities are to be enacted and the kinds of solutions that are acceptable, is fanciful and flawed". A recent study by Doleck et al (2017) explored the effects on learning and academic outcomes of CT skills (algorithmic thinking, cooperativity, creativity, critical thinking and problem solving) and the results suggest that there is a "lack of association between computational thinking and academic performance" (Doleck et al 2017, p. 366). The authors question the current curricular push for CT and 21 st century skills and suggest that better curricular alignment between instructional objectives and evaluation approaches may improve the situation.…”

Section: Rationales For Re-adding Programming To the Curriculummentioning

confidence: 99%

Implementing programming in school mathematics and technology: teachers’ intrinsic and extrinsic challenges

Vinnervik

2020

Int J Technol Des Educ

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The 2017 reform of the Swedish national curriculum requires that all compulsory school mathematics and technology teachers integrate programming into their teaching. The new programming policy poses a particular challenge since a majority of the affected teachers have little or no previous programming experience. This paper reports on a study of teachers preparing to implement the new policy. Insight into the preparation process was made possible through recorded group conversations and data were collected in March 2018, less than 4 months before the formal enactment of the new curriculum. The results, conceptualised by using a framework for intrinsic and extrinsic challenges, reveal several challenges that can potentially affect the uptake of the programming policy and the quality of implementation such as uncertainty about the subject content, unequal professional development opportunities, lack of teaching materials and recurring problems with school IT infrastructure. This study seeks to provide knowledge about teachers' concerns and expressed needs while negotiating programming as new curriculum content and thus aims to contribute to the understanding of teachers' strategies to approach the 2017 Swedish educational reform that introduces programming. Such knowledge is valuable for the possibilities to better understand under what circumstances programming is included in school mathematics and technology. The results illustrate the complexity of curriculum reform implementation and may be of value for decision makers at all levels of school policy and also for providers of both in-service and preservice teacher training.

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“…Computational thinking can also be understood as a general term that encompasses cognitive skills involved in computational tasks [dataset] (Doleck et al., 2017).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Skills in computational thinking of engineering students of the first school year

Varela

Rebollar

García

et al. 2019

Heliyon

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In this world of the digital era, in which we are living, one of the fundamental competences that students must acquire is the competence in Computational Thinking (CT). Although there is no general consensus on a formal definition, there is a general understanding of it as a set of skills and attitudes necessary for the resolution, with or without a computer, of problems that may arise in any area of life. Measuring and evaluating which of the CT skills students have acquired is fundamental, and for this purpose, previously validated measuring instruments must be used. In this study, a previously validated instrument is applied to know if the new students in the Engineering Degrees of the University of the Basque Country have the following skills in CT: Critical Thinking, Algorithmic Thinking, Problem Solving, Cooperativity and Creativity.

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Algorithmic thinking, cooperativity, creativity, critical thinking, and problem solving: exploring the relationship between computational thinking skills and academic performance

Cited by 121 publications

References 38 publications

The Relationship Between Critical Thinking, its Subscales and Academic Achievement of English Language Course: The Predictability of Educational Success Based on Critical Thinking

The Relationship Between Critical Thinking, its Subscales and Academic Achievement of English Language Course: The Predictability of Educational Success Based on Critical Thinking

Implementing programming in school mathematics and technology: teachers’ intrinsic and extrinsic challenges

Skills in computational thinking of engineering students of the first school year

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