Algorithmic Expressions for Assessing Algorithmic Thinking Ability of Elementary School Children
Algorithmic Expressions for Assessing Algorithmic Thinking Ability of Elementary School Children
复制标题
评估小学生算法思维能力的算法表达式
DOI：
10.1109/fie43999.2019.9028486
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发表时间：
2019
期刊：
影响因子：
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通讯作者：
Matsumoto Ken-ichi
中科院分区：
文献类型：
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作者：
Oomori Yasumasa;Tsukamoto Hidekuni;Nagumo Hideo;Takemura Yasuhiro;Iida Kouki;Monden Akito;Matsumoto Ken-ichi
本研究实践全文介绍了评估工具的算法表达式的评估工具，评估小学儿童的算法思维能力的发展。在日本，到2020年，小学生将被要求学习计算机编程，作为贯穿整个课程的跨学科元素。该编程教育的目的是培养日本小学生的计算思维（CT）。然而，在日本几乎没有讨论如何测量小学生获得的CT水平。由于CT的定义不是很明确，所以测量CT的水平并不容易。因此，多个组织发布了CT的操作定义。本研究在这些操作性定义中的计算机技术概念中，选择了数学思维作为计算机技术的代表，并开发了数学思维能力的评价工具。该评估工具在日本两所小学的实验计算机科学不插电班和控制班进行。班级里共有152名儿童，他们都是五年级的儿童。通过回答评估工具中的问题，每个孩子都得到了0到15分之间的分数。对评分进行统计学分析。
This Research to Practice Full Paper presents the development of the algorithmic expressions for the assessment tools for assessing algorithmic thinking ability of elementary school children. In Japan, elementary school children will be required to learn computer programming as an interdisciplinary element appearing throughout the curriculum in 2020. The purpose of this programming education is to nurture Computational Thinking (CT) for elementary school children in Japan. However, almost no discussion has been conducted in Japan on how to measure the level of CT an elementary school child has acquired. Since the definition of CT is not very firm, it is not easy to measure the levels of CT. Therefore, several organizations have issued operational definitions of CT. Among the concepts of CT in those operational definitions, Algorithmic Thinking was chosen as a representative of CT, and the assessment tools for evaluating Algorithmic Thinking ability have been developed in this research. The assessment tool was conducted in the experimental Computer Science Unplugged classes and in the control classes in two elementary schools in Japan. There were in total 152 children in the classes, and all of them were 5th grade children. By answering the questions in the assessment tool, each child got a score between 0 and 15. The scores were statistically analyzed.