Modeling and Measuring High School Students’ Computational Thinking Practices in Science

A Systematic Literature Review of Empirical Research on Epistemic Network Analysis in Education

“…All 76 reviewed articles included comparisons that can be grouped into one of eight categories (Figure 5). In 23 articles (30.3 %), the comparison was across levels of participants' performance, for example, high vs. low performers [19], [23], [25], [50], [74], [76], [86], student competency level [69], [102], quality of ideas [46], [73], learning outcomes [80], [83] , positive vs. negative gain [82], proficiency level [68], accuracy level [96] and correct graph solving [95].…”

Design science research for learning software engineering and computational thinking: Four cases

“…However, there is no consensus about the most effective solution. Measuring effectiveness of CT initiatives is not straightforward, as the measures for CT skills have only recently started to emerge [6]. However, one particularly potential and successful solution is integration of CT together with STEM or STEAM [6,70,91].…”

“…Measuring effectiveness of CT initiatives is not straightforward, as the measures for CT skills have only recently started to emerge [6]. However, one particularly potential and successful solution is integration of CT together with STEM or STEAM [6,70,91]. A taxonomy of potential CT‐STEM practices integrated with math and science activities is compiled from real‐world examples of computational practices conducted by STEM researchers, and consists of the four strands of data practices, modelling and simulation practices, computational problem‐solving practices and systems thinking practices [91].…”

Tecnologías avanzadas para afrontar el reto de la innovación educativa

“…El trabajo de González (2019) nos aproxima al trabajo del pensamiento computacional ya desde la etapa de educación infantil y podemos encontrar algunos ejemplos de actividades, materiales y casos de estudio en Juškevičienė (2020), Irgens et al (2020) o Saxena et al (2020), así como el amplio repositorio de Google para educación 1 . Mientras que a nivel universitario no parece haber problema (Younsoo y Minjeong, 2020), el desarrollo profesional de profesorado con competencias para llevar el pensamiento computacional al aula en etapas de enseñanza escolar (Kong, Lai y Sun, 2020) y secundaria (Irgens et al, 2020) es aún un reto. De forma generalizada, un estudio más amplio con profesores de asignaturas diversas y niveles superiores realizado por Juškevičienė (2020) concluye que el profesorado no tiene una percepción clara de cómo llevar estas herramientas de forma efectiva a las aulas.…”