Exploring Bebras Tasks Content and Performance: A Multinational Study
Exploring Bebras Tasks Content and Performance: A Multinational Study
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探索 Bebras 任务的内容和表现：一项跨国研究
DOI：
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
G. Stupurienė
中科院分区：
文献类型：
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作者：
C. Izu;C. Mirolo;Amber Settle;Linda Mannila;G. Stupurienė
.虽然没有普遍的协议，学生应该学习编程，但许多国家已经达成共识，有必要让K-12学生接触计算思维（CT）。什么时候，什么以及如何在学校教CT是开放的问题，我们试图通过研究世界各地的学生如何解决最近Bebras挑战中的问题来解决这些问题。我们收集并分析了来自七个国家的115，400名3-12年级学生的Bebras任务的表现数据。我们的研究进一步深入了解了小规模调查中提出的一系列问题，特别是学校系统和性别对学生成功率的可能影响。除了分析大量人群的表现数据外，我们还根据CT类别对所考虑的任务进行了分类，这应该考虑到挑战的学习含义。算法和数据表示占挑战的主导地位，占任务的75-90%，而其他类别，如抽象，并行化和问题分解，有时会在不同年龄组的一个或两个问题。这种分类可以作为使用在线Bebras任务的起点，以支持在课堂上有效学习CT概念。
. Although there is no universal agreement that students should learn programming, many countries have reached a consensus on the need to expose K-12 students to Computational Thinking (CT). When, what and how to teach CT in schools are open questions and we attempt to address them by examining how well students around the world solved problems in recent Bebras challenges. We collected and analyzed performance data on Bebras tasks from 115,400 students in grades 3–12 in seven countries. Our study provides further insight into a range of questions addressed in smaller-scale inquiries, in particular about the possible impact of schools systems and gender on students’ success rate. In addition to analyzing performance data of a large population, we have classified the con - sidered tasks in terms of CT categories, which should account for the learning implications of the challenge. Algorithms and data representation dominate the challenge, accounting for 75–90% of the tasks, while other categories such as abstraction, parallelization and problem decomposition are sometimes represented by one or two questions at various age groups. This classification can be a starting point for using online Bebras tasks to support the effective learning of CT concepts in the classroom.
影响因子：
4.6
作者：
LINN, MC;PETERSEN, AC
通讯作者：
PETERSEN, AC