Mapping computational thinking through programming in K-12 education: A conceptual model based on a systematic literature Review
Mapping computational thinking through programming in K-12 education: A conceptual model based on a systematic literature Review
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通过 K-12 教育中的编程映射计算思维：基于系统文献综述的概念模型
DOI：
10.1016/j.compedu.2020.104083
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发表时间：
2021
期刊：
影响因子：
--
通讯作者：
E. Tambouris
中科院分区：
文献类型：
--
作者：
Christina Tikva;E. Tambouris
通过编程的计算思维(CT)被认为是培养21世纪技能的理想媒介，因而受到越来越多的关注。这种强烈的关注导致了世界各地的K-12倡议和相关研究的迅速增加。然而，研究表明，CT研究和教育实践面临着挑战。此外，还没有绘制出该领域的地图，以便于全面了解该领域的挑战和CT课程的发展。本研究的目的是在系统的文献回顾的基础上，开发一个概念模型，通过编程绘制K-12教育领域的CT图。通过编程实现K-12教育中的计算思维(CTPK-12)概念模型是在综合101项研究和确定CT领域的基础上提出的。该模型包括六个CT领域(即知识库、学习策略、评估、工具、因素和能力建设)及其相互关系。该模型可以帮助理解领域，并为未来的研究提供基础。此外，它还可以支持将CT纳入K-12教育实践，向教育利益攸关方和研究人员提供证据，并密切研究、实践和政策。
Computational Thinking (CT) through programming attracts increased attention as it is considered an ideal medium for the development of 21st century skills. This intense attention leads to K-12 initiatives around the world and a rapid increase in relevant research studies. However, studies show challenges in CT research and educational practice. In addition, the domain has not been mapped to facilitate comprehensive understanding of the domain challenges and development of CT curricula. The purpose of this study is to develop a conceptual model based on a systematic literature review that maps the CT through programming in K-12 education domain. The proposed Computational Thinking through Programming in K-12 education (CTPK-12) conceptual model emerges from the synthesis of 101 studies and the identification of CT Areas. The proposed model consists of six CT Areas (namely Knowledge Base, Learning Strategies, Assessment, Tools, Factors and Capacity Building) and their relationships. The model could aid domain understanding and serve as a basis for future research studies. In addition, it could support the integration of CT into K-12 educational practices, providing evidence to educational stakeholders and researchers as well as bringing closer research, practice and policy.
影响因子：
5.5
作者：
Adler, Rachel F.;Kim, Hanna
通讯作者：
Kim, Hanna
影响因子：
11.7
作者：
Shute, V. J.;Sun, C.;Asbell-Clarke, J.
通讯作者：
Asbell-Clarke, J.