Extending the nomological network of computational thinking with non-cognitive factors

González, Marcos Román; Pérez-González, Juan Carlos; Moreno-León, Jesús; Robles, Gregório

doi:10.1016/j.chb.2017.09.030

Cited by 105 publications

(69 citation statements)

References 61 publications

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“…In addition, part of the present study is based on the research shown in [15], where an analysis of the non-cognitive and cognitive abilities that may be developed by CT teaching is carried out. In the conclusions of this study, the personality profile of high and low level computational thinkers is outlined.…”

Section: Methodology: Theoretical Foundationsmentioning

confidence: 99%

“…The contributions of the present work are fourfold: (i) to develop a methodology to teach robotics and Computational Thinking to students in compulsory secondary education; (ii) to show the application of the methodology and its results for a group of students with high level of apathy and demotivation, and analyse the advantages and drawbacks of the methodology proposed; (iii) to motivate the students with the use of tools to acquire the CT in a friendly and efficient way given their age; and (iv) to analyse the answer to the question "What are the personality profiles of top and low computational thinkers?" proposed in [15], given the real application of the methodology proposed. As far as the authors know, there are no studies about the teaching of robotics and CT dealing with similar student conditions.…”

Section: Introductionmentioning

confidence: 99%

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Computational Thinking and Robotics: A Teaching Experience in Compulsory Secondary Education with Students with High Degree of Apathy and Demotivation

Díaz-Lauzurica

Moreno-Salinas

2019

Sustainability

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In present and future society, all individuals must be able to face the problems, risks, advantages and opportunities that will arrive with new paradigms in the labour market, social relations and technology. To reach this goal, a quality and inclusive education together with a proper and complete formation in technology (communications, robotics, programming, computational thinking (CT), etc.) must be imparted at all educational levels. Moreover, all individuals should have the same opportunities to develop their skills and knowledge, as stated in Goal 4 of the Sustainable Development Goals, Sustainable Education. Following this trend, in the present work, a practical experience about how to teach CT using robotics is developed, showing the results and evaluation of the lessons on robotics taught to students in their 4th year of compulsory secondary education, and where the students showed a high degree of apathy and demotivation. The teaching unit was based on an action research approach that includes a careful selection of pedagogical techniques and instruments to attract and keep the attention and interest of the students. In addition to the robotics lessons, a previous computational thinking training with Blockly Games was carried out, which contributed to noticeably increase the students motivation and to introduce them to the programming of robots. Moreover, gamification was used to motivate and evaluate the individual knowledge, and the students were required to present the work performed through a final project. The individual needs of the students were fulfilled with a daily monitoring. The results show that the pedagogical techniques, instruments and evaluation were adequate to increase the motivation of the students and to obtain a significant learning, showing how the teaching of CT may attract students that have lost interest and motivation, while providing them with abilities that will be essential for the learning throughout life.

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Section: Methodology: Theoretical Foundationsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Computational Thinking and Robotics: A Teaching Experience in Compulsory Secondary Education with Students with High Degree of Apathy and Demotivation

Díaz-Lauzurica

Moreno-Salinas

2019

Sustainability

View full text Add to dashboard Cite

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“…Some of the classical modulating variables are gender, age, programming experience, teacher experience, etc. In addition, it would be extremely relevant to include students and teachers' perceptions and attitudes as complementary modulating variables, since it is becoming more evident that noncognitive aspects influence the progression and the results of CT interventions (Román-González et al, 2018). Thus, perceptions and attitudes scales should be incorporated in this kind of RD.…”

Section: A Comprehensive Evaluation Of Computational Thinking Intervementioning

confidence: 99%

“…In other words, CT has made possible to imagine a computational approach for any of the subjects of the curriculum. Finally, CT term has gathered not only cognitive skills, such as decomposition, pattern recognition, abstraction, and algorithmic design, but also noncognitive variables (Román-González, Pérez-González, Moreno-León, & Robles, 2018) and related soft skills such as persistence, self-confidence, tolerance to ambiguity, creativity, and teamwork, among others. In summary, CT term has served as a response to a global phenomenon in which it has become evident that our lives, increasingly mediated by algorithms, need a new set of skills to relate properly with the ubiquitous machines (Rushkoff, 2010;Sadin, 2015).…”

Section: Introductionmentioning

confidence: 99%

Combining Assessment Tools for a Comprehensive Evaluation of Computational Thinking Interventions

González

Moreno-León²,

Robles

2019

Computational Thinking Education

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126

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Given that computational thinking (CT) is still a blurry psychological construct, its assessment remains as a thorny, unresolved issue. Hence, in recent years, several assessment tools have been developed from different approaches and operational definitions of CT. However, very little research has been conducted to study whether these instruments provide convergent measurements, and how to combine them properly in educational settings. In response, we first review a myriad of CT assessment tools and classify them according to their evaluative approach. Second, we report the results of two convergent validity studies that involve three of these CT assessment tools, which come from different perspectives: the Computational Thinking Test, the Bebras Tasks, and Dr. Scratch. Finally, we propose a comprehensive model to evaluate the development of CT within educational scenarios and interventions, which includes the aforementioned and other reviewed assessment tools. Our comprehensive model intends to assess CT along every cognitive level of Bloom's taxonomy and throughout the various stages of typical educational interventions. Furthermore, the model explicitly indicates how to harmoniously combine the different types of CT assessment tools in order to give answer to the most common research questions in the field of CT Education. Thus, this contribution may lead scholars and policy-makers to perform accurate evaluation designs of CT according to their inquiry goals.

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“…Students' learning initiative, Exam Cram cram, which is not conducive to fully and accurately check the quality of student learning, is not conducive to the basic computer teaching to cultivate the ability of Computational Thinking as the core task [5]. The examination of the programming course should focus on examining the thinking mode and the basic method of the program design of the students using computer to solve the problem, rather than the programming language itself.…”

Section: The Current Situation Of Programming Coursementioning

confidence: 99%

Curriculum Reform Of Computer Programming And Computational Thinking Training

Ying¹,

Xu²

2017

Advances in Computer Science Research

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Abstract. The cultivation of computational thinking ability is an important part of general education in universities. At present, there are some problems in the teaching of computer programming course in Colleges and universities. These problems form obstacles to the cultivation of students' Computational Thinking ability. Through the analysis of computational thinking, from the aspects of re organizes teaching content, strengthen teaching reform and enrich the second classroom for students of reform and practice of computer programming course based on computational thinking.

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Extending the nomological network of computational thinking with non-cognitive factors

Cited by 105 publications

References 61 publications

Computational Thinking and Robotics: A Teaching Experience in Compulsory Secondary Education with Students with High Degree of Apathy and Demotivation

Computational Thinking and Robotics: A Teaching Experience in Compulsory Secondary Education with Students with High Degree of Apathy and Demotivation

Combining Assessment Tools for a Comprehensive Evaluation of Computational Thinking Interventions

Curriculum Reform Of Computer Programming And Computational Thinking Training

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