Understanding Students' Computational Thinking through Cognitive Interviews: A Learning Trajectory-based Analysis
Understanding Students' Computational Thinking through Cognitive Interviews: A Learning Trajectory-based Analysis
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通过认知访谈了解学生的计算思维：基于学习轨迹的分析
DOI：
10.1145/3328778.3366845
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发表时间：
2020
期刊：
影响因子：
--
通讯作者：
Hampton, John
中科院分区：
文献类型：
--
作者：
Luo, Feiya;Israel, Maya;Liu, Ruohan;Yan, Wei;Gane, Brian;Hampton, John
对于K-8计算机科学（CS）教育继续扩大，我们必须了解学生如何发展和展示计算思维（CT）。获得这种洞察力的一种方法是让学生通过认知访谈阐明他们对CT的理解。本研究提出了认知访谈研究的结果与13个四年级的学生（谁曾从事综合CT和数学教学）CT评估项目的工作。这些项目评估了四个CT概念：序列，重复，条件句和分解。本研究分析了学生对四个CT概念的单一清晰理解以及这种理解与假设学习轨迹（LT）之间的对应关系。我们发现：1）所有的学生都表达了对序列的理解，这与序列LT的中间水平相匹配; 2）大多数学生的单一回答表明了重复和分解项目旨在征求的理解水平（9个回答中有8个回答重复正确，6个回答中有4个回答分解正确）; 3）只有不到一半的学生对条件句的理解是项目所要表达的（9个回答中有4个是正确的）。例如，与LT不同的是，这项研究表明，学生可以在“条件是可以是真或假的东西”之前理解“条件将条件连接到结果”。''
For K-8 computer science (CS) education to continue to expand, it is essential that we understand how students develop and demonstrate computational thinking (CT). One approach to gaining this insight is by having students articulate their understanding of CT through cognitive interviews. This study presents findings of a cognitive interview study with 13 fourth-grade students (who had previously engaged in integrated CT and mathematics instruction) working on CT assessment items. The items assessed four CT concepts: sequence, repetition, conditionals, and decomposition. This study analyzed students\textquotesingle articulated understanding of the four CT concepts and the correspondence between that understanding and hypothesized learning trajectories (LTs). We found that 1) all students articulated an understanding of sequence that matched the intermediate level of the Sequence LT; 2) a majority of students\textquotesingle responses demonstrated the level of understanding that the repetition and decomposition items were designed to solicit (8 of 9 responses were correct for repetition and 4 of 6 were correct for decomposition); and 3) less than half of students\textquotesingle responses articulated an understanding of conditionals that was intended by the items (4 of 9 responses were correct). The results also suggested questioning the directional relationships of two statements in the existing Conditionals LT. For example, unlike the LT, this study revealed that students could understand "A conditional connects a condition to an outcome'' before "A condition is something that can be true or false.''
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DOI：
10.1145/3230977.3230979
发表时间：
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期刊：
Proceedings of the 2018 ACM Conference on International Computing Education Research
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DOI：
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发表时间：
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期刊：
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影响因子：
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