How Many Abilities Can We Measure in Computational Thinking?

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

doi:10.1145/3287324.3287405

Cited by 33 publications

(16 citation statements)

References 12 publications

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“…Based on CSTA and ISTE's (2011) operational definition, Chen et al (2017) proposed a five-component framework (syntax, data, algorithms, representing, and efficient and effective) to guide their development of the assessment items in two types of CT applications: coding in robotics and reasoning for everyday events. A recent study (Araujo et al, 2019) aimed to verify Selby and Woollard's (2013) five-process-element framework (decomposition, abstraction, algorithmic thinking, evaluation and generalization) using the data collected from the Bebras Challenge contest, which is a popular international contest with multiplechoice questions regarding problem solving in daily-life contexts (i.e., domaingeneral tasks). In sum, the above studies have assessed CT using performance tasks or tests in which it is regarded as thinking outcomes (both domain-general and domain-specific) and thinking processes (domain-general).…”

Section: Assessment Tools Of Ct: Outcomes Versus Processmentioning

confidence: 99%

The Computational Thinking Scale for Computer Literacy Education

Tsai

Liang

Hsu

2020

Journal of Educational Computing Research

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Computational thinking has received tremendous attention from computer science educators and educational researchers in the last decade. However, most prior literature defines computational thinking as thinking outcomes rather than thinking processes. Based on Selby and Woodland’s framework, this study developed and validated the Computational Thinking Scale (CTS) to assess all students’ thought processes of computational thinking for both general and specific problem-solving contexts in five dimensions: abstraction, decomposition, algorithmic thinking, evaluation and generalization. A survey including 25 candidate items for CTS as well as demographic variables was administered to 388 junior high school students in Taiwan. An explorative factor analysis using the principal axis method with the oblimin rotation was used to validate the scale. Finally, 19 items were extracted successfully under the designed five dimensions, with a total explained variance of 64.03% and an overall reliability of 0.91. Results of the demographic comparisons showed that boys had a greater disposition than girls in decomposition thinking when solving problems using computer programming. In addition, programming learning experience, especially self-directed learning and after-school learning, had significant positive effects on all dimensions of CTS. Several future studies are suggested using this tool.

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Section: Assessment Tools Of Ct: Outcomes Versus Processmentioning

confidence: 99%

The Computational Thinking Scale for Computer Literacy Education

Tsai

Liang

Hsu

2020

Journal of Educational Computing Research

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“…Araujo et al [2] modelo de PC que engloba habilidades e competências, desenvolvido através de uma combinação de dados empíricos, análise do estado da arte no PC e elementos de avaliação cognitiva. Neste modelo, PC é uma abordagem para resolver problemas e envolve quatro competências e doze habilidades.…”

Section: Framework Teóricos De Pensamento Computacionalunclassified

Uma Definição Operacional para Pensamento Computacional

Santana

Chávez

Bittencourt

2021

Anais Do I Simpósio Brasileiro De Educação Em Computação (EDUCOMP 2021)

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O Pensamento Computacional é um conceito em destaque na área de educação em computação e faz parte de diversos currículos de computação na escola. É frequentemente descrito como um processo de resolução de problemas por meio de habilidades cognitivas. Apesar disso, não há consenso sobre quais habilidades fazem parte do Pensamento Computacional. Consequentemente, também não há consenso sobre como medi-lo, o que dificulta o estabelecimento de estratégias de ensino-aprendizagem e de avaliação da aquisição do PC. Nesse contexto, apresentamos uma definição operacional para Pensamento Computacional que relaciona sua aquisição e a aprendizagem de programação de computadores, com o objetivo de oferecer um framework para a construção de avaliações da aquisição do Pensamento Computacional. A definição apresentada é baseada em diversos trabalhos da área. Ela foi aprimorada por meio de um painel de especialistas, composto por dez pesquisadores brasileiros da área de educação em computação. Nossa concepção considera que as habilidades de Pensamento Computacional são fomentadas através do exercício de conceitos, práticas e perspectivas. Listamos quais são estes conceitos, práticas, perspectivas e apresentamos uma definição para cada um deles. A definição operacional apresentada pode ser a base de avaliações que têm como público-alvo estudantes do Ensino Fundamental II ou níveis posteriores de educação.

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“…The questions of the Bebras Challenge are related to CT skills, but the participants do not need programming knowledge to answer the test Dagiene et al (2017). Several initiatives have applied the Bebras to measure CT skills in different contexts Araujo et al (2019Araujo et al ( , 2017; Chiazzese et al (2018); Palts and Pedaste (2017).…”

Section: Bebras Challengementioning

confidence: 99%

“…However, there is no CT formal definition and reports on how to integrate it into High School subjects. Studies are still exploring the processes, tools, and evaluation instruments to enable effective adoption (Alexander et al, 2010;Araujo et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Educational Robotics Applications for the Development of Computational Thinking in a Brazilian Technical and Vocational High School

Souza¹,

Andrade²,

Sampaio³

2021

Informatics in Education

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Nowadays, solving problems is substantial for the social relationship human. Computational Thinking (CT) emerges as an interdisciplinary thought process encompassing mental abilities to help students solve and understand problems. Researchers invest in the methodological proposal of activities aimed at CT stimulation, educational approaches, and the conception of technologies that support these activities' execution. Educational Robotics (ER) is one of these technologies that stand out at different educational levels to favor teamwork, logical thinking, and creativity, skills intimately articulated with the computing paradigm. The main objective of this work is to investigate the impact of ER activities on CT development and subjects learning in the Technical and Vocational Education in High School. For this, we accomplished a study of intervention research type with students and teachers analyzing quantitative and qualitative aspects. The results indicate that the introduction of ER can favor students in the development of CT skills and learning High School subjects.

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How Many Abilities Can We Measure in Computational Thinking?

Cited by 33 publications

References 12 publications

The Computational Thinking Scale for Computer Literacy Education

The Computational Thinking Scale for Computer Literacy Education

Uma Definição Operacional para Pensamento Computacional

Educational Robotics Applications for the Development of Computational Thinking in a Brazilian Technical and Vocational High School

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