Cognitive Correlates of Computational Thinking: Evaluation of a Blended Unplugged/Plugged-In Course
Cognitive Correlates of Computational Thinking: Evaluation of a Blended Unplugged/Plugged-In Course
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计算思维的认知关联：混合拔插/插电课程的评估
DOI：
10.1145/3361721.3361729
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发表时间：
2019
期刊：
影响因子：
--
通讯作者：
Moeller
中科院分区：
文献类型：
--
作者：
Tsarava;Leifheit;Ninaus;Román-González;Trautwein;Moeller
编码作为一种实用技能，计算思维作为一种认知能力，已经成为教育和研究中的一个重要课题。有人建议，CT作为学业成功的早期预测因子，应该在教育中及早引入和培养。然而，对于小学生CT的潜在认知相关因素，目前还没有达成共识。因此，本研究旨在(I)评估CT及其与已建立的认知能力之间的关系，以及(Ii)评估新开发的小学生CT课程。因此，31名7-10岁儿童参加了10节结构化CT课程。本课程旨在介绍和培养未插电和插电方式的CT概念，包括真人大小的棋盘游戏、Scratch、Arduino的Scratch和Open Roberta编程环境。在前测/后测设计中，我们使用标准化测试来评估几种认知能力，包括非语言-视觉空间和语言推理能力、计算能力以及短期记忆，并使用现有唯一经过验证的CTT的改编版本来测量CT，以适应更年轻的样本。我们发现CT与非语言-视觉空间推理以及计算的不同方面(如事实提取和问题完成)之间存在显著关联。这些发现与最近对其他年龄段的理论描述和经验调查相一致，明确了小学阶段计算机辅助教学的潜在认知机制。此外，我们的结果表明，学生能够通过课程具体提高他们的CT能力，正如CTT的改编版本所评估的那样。
Coding as a practical skill and computational thinking (CT) as a cognitive ability have become an important topic in education and research. It has been suggested that CT, as an early predictor of academic success, should be introduced and fostered early in education. However, there is no consensus on the underlying cognitive correlates of CT in young elementary school children. Therefore, the present work aimed at (i) assessing CT and investigating its associations to established cognitive abilities, and (ii) evaluating a newly developed CT course for elementary school children.As such, 31 7-10-year-old children took part in 10 lessons of a structured CT course. The course aimed at introducing and fostering CT concepts in both unplugged and plugged-in ways, incorporating life-size board games, Scratch, Scratch for Arduino, and Open Roberta programming environments. In a pre-/post-test design, we assessed several cognitive abilities using standardized tests on nonverbal-visuospatial and verbal reasoning abilities, numeracy, as well as short-term memory, and measured CT using an adapted version of the only existing validated test CTt, to accommodate it to the younger sample.We identified significant associations between CT and nonverbal-visuospatial reasoning, as well as different aspects of numeracy (e.g., fact retrieval and problem completion). In line with recent theoretical accounts and empirical investigations for other age groups, these findings specify the underlying cognitive mechanism of CT in elementary school. Moreover, our results indicated that students were able to specifically improve their CT abilities through the course, as assessed by the adapted version of the CTt.
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影响因子：
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作者：
Butz MV
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DOI：
--
发表时间：
2017-02
期刊：
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影响因子：
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DOI：
10.1145/3287324.3287390
发表时间：
2019
期刊：
Proceedings of the 50th ACM Technical Symposium on Computer Science Education
影响因子：
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作者：
Wiebe, Eric;London, Jennifer;Aksit, Osman;Mott, Bradford W.;Boyer, Kristy Elizabeth;Lester, James C.
通讯作者：
Lester, James C.
DOI：
10.1145/2787622.2787721
发表时间：
2015-07
期刊：
Proceedings of the eleventh annual International Conference on International Computing Education Research
影响因子：
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作者：
David Weintrop;U. Wilensky
通讯作者：
David Weintrop;U. Wilensky