Algorithmic thinking, cooperativity, creativity, critical thinking, and problem solving: exploring the relationship between computational thinking skills and academic performance
Algorithmic thinking, cooperativity, creativity, critical thinking, and problem solving: exploring the relationship between computational thinking skills and academic performance
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DOI：
10.1007/s40692-017-0090-9
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发表时间：
2017-12-01
影响因子：
6.1
通讯作者：
Basnet, Ram B.
中科院分区：
文献类型：
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作者：
Doleck, Tenzin;Bazelais, Paul;Basnet, Ram B.
对二十一世纪技能的持续呼吁使计算思维成为一个热门的研究课题，因为人们日益认识到计算思维是当代世界的一项基本能力。然而，人们对计算思维与学习成绩之间的关系却知之甚少。在本文中，我们探讨了计算思维与学习成绩之间的关系。我们采用偏最小二乘法检验了一个结构模型，以评估计算思维能力与学习成绩之间的关系。令人惊讶的是，我们发现计算思维能力与学习成绩之间没有关联（除了合作性与学习成绩之间存在联系）。我们讨论了这些结果，涉及高阶思维能力的课程规定教学，以及教学目标和评价方法之间的课程一致性对于成功教授和学习 21 世纪技能的重要性。
The continued call for twenty-first century skills renders computational thinking a topical subject of study, as it is increasingly recognized as a fundamental competency for the contemporary world. Yet its relationship to academic performance is poorly understood. In this paper, we explore the association between computational thinking and academic performance. We test a structural model-employing a partial least squares approach-to assess the relationship between computational thinking skills and academic performance. Surprisingly, we find no association between computational thinking skills and academic performance (except for a link between cooperativity and academic performance). These results are discussed respecting curricular mandated instruction in higher-order thinking skills and the importance of curricular alignment between instructional objectives and evaluation approaches for successfully teaching and learning twenty-first-century skills.