Computational thinking assessment at primary school in the context of learning programming

Abstract

The study was carried out from 2018 to 2020 with the challenge - how to assess the level of computational thinking. The research design is mixed since the disclosure of mutual influence of the components of the chain ‘learning programming – computational thinking – evaluating computational thinking’ requires the use of both qualitative and quantitative research methods. The conceptualisation of the ‘computational thinking’ idea is based on the premise of the impact of abstract thinking and computers on human thinking evolution. The structural interpretation of ‘computational thinking’, consisting of nine components, reflects the presence of a semantic link between teaching programming and the development of abstract computational thinking. Four levels (phenomenological, analytic–synthetic, set–prognostic and axiomatic) of computational thinking have been identified for each of these nine components. The study involved 102 elementary school students who are learning programming in Scratch. The guiding questions and problems we have developed for elementary school students are designed following the characteristics of the four levels of computational thinking. The results of the study showed that the ratio of ‘structural components’ to different levels of computational thinking, with the corresponding characteristics, allows one to determine the degree of its development or its individual components.
 
 Keywords: Computational thinking, educational taxonomies, evaluation methodologies, levels of development;

Um Mapeamento Sistemático da Literatura sobre Pensamento Computacional na Perspectiva dos Fundamentos Teóricos de Aprendizagem

“…Já em outro estudo realizado de 2018 a 2020 com 102 alunos da 4 a e 5 a séries do ensino fundamental, utilizando o Scratch, teve como objetivo avaliar o nível do PC, aferindo as habilidades cognitivas no processo de aprendizagem [37]. Os autores escolheram como ferramentas metodológicas as taxonomias educacionais de Bloom, SOLO e Bespalko.…”

“…Esand Jeuring[63], Franklin et al[22], Salac et al[56], Troiano et al[62], Ng and Cui[40], Mukasheva and Omirzakova[37], Salac et al[55], Grizioti and Kynigos[23], Butler and Leahy[10], Jiang and Wong[25], Kesler et al[27], Morales-Urrutia et al[35], Wong and Cheung[69], Saxena et al[58], Rijke et al[52], Borges et al[7], Pellas and Peroutseas[46];(2) Mediano: Fowler et al[21], Kesselbacher and Bollin[28],Petrie[48], Repenning and Basawapatna[51], Mladenović et al[33], Monteiro et al[34], Piedade et al[50], Chongo et al[12], Díaz-Lauzurica and Moreno-Salinas[17], Grover et al[24], Sáez-López et al[53]; (3) Superficial: Feldhausen et al[18], Merkouris and Chorianopoulos[31], Clarke-Midura et al[13].…”

Жоғары Сынып Оқушыларының Есептік Ойлауын Дамытуға Бағытталған Әл-Фарабидің Тригонометриясын Оқыту Мазмұны Мен Құрылымы

“…Its specificity plays a crucial role in honing their computational thinking skills by fostering logical problem-solving, algorithmic thinking, and the ability to understand and devise computational solutions to various real-world problems. Today, the development of students' computational thinking is one of the important tasks of general education in the field of computer science [1][2][3][4][5][6]. Special attention is paid to teaching schoolchildren trigonometry, developed by the great scientist of the early Middle Ages Al-Farabi in connection with the use of mathematical methods to solve various problems of mathematical astronomy and geography.…”

The Evaluation of Creditworthiness of Trade and Enterprises of Service Using the Method Based on Fuzzy Logic

“…A mixed research design requires both qualitative and quantitative research methods [14]. Currently, there are new knowledge extraction methods that use different algebraic structures to eliminate uncertainty [15].…”