Assessing computational thinking process using a multiple evaluation approach

This study explored the ways that the Computational Thinking (CT) process can be evaluated in a classroom environment. Thirty Children aged 10–11 years, from a primary school in London took part in a game-making project using the Scratch and Alice 2.4 applications for eight months. For the focus of this specific paper, data from participant observations, informal conversations, problem-solving sheets, semi-structured interviews and children’s completed games were used to make sense of elements of the computational thinking process and approaches to evaluate these elements in a computer game design context. The discussions around what CT consists, highlighted the complex structure of computational thinking and the interaction between the elements of artificial intelligence (AI), computer, cognitive, learning and psychological sciences. This also emphasised the role of metacognition in the Computational Thinking process. These arguments illustrated that it is not possible to evaluate Computational Thinking using only programming constructs, as CT process provides opportunities for developing many other skills and concepts. Therefore a multiple evaluation approach should be adopted to illustrate the full learning scope of the Computational Thinking Process. Using the support of literature review and the findings of the data analysis I proposed a multiple approach evaluation model where ‘computational concepts’, ‘metacognitive practices’, and ‘learning behaviours’ were discussed as the main elements of the CT process. Additionally, in order to investigate these dimensions within a game-making context, computer game design was also included in this evaluation model

Introducing Computational Thinking in K-12 Education: Historical, Epistemological, Pedagogical, Cognitive, and Affective Aspects

Introduction of scientific and cultural aspects of Computer Science (CS) (called "Computational Thinking" - CT) in K-12 education is fundamental. We focus on three crucial areas. 1. Historical, philosophical, and pedagogical aspects. What are the big ideas of CS we must teach? What are the historical and pedagogical contexts in which CT emerged, and why are relevant? What is the relationship between learning theories (e.g., constructivism) and teaching approaches (e.g., plugged and unplugged)? 2. Cognitive aspects. What is the sentiment of generalist teachers not trained to teach CS? What misconceptions do they hold about concepts like CT and "coding"? 3. Affective and motivational aspects. What is the impact of personal beliefs about intelligence (mindset) and about CS ability? What the role of teaching approaches? This research has been conducted both through historical and philosophical argumentation, and through quantitative and qualitative studies (both on nationwide samples and small significant ones), in particular through the lens of (often exaggerated) claims about transfer from CS to other skills. Four important claims are substantiated. 1. CS should be introduced in K-12 as a tool to understand and act in our digital world, and to use the power of computation for meaningful learning. CT is the conceptual sediment of that learning. We designed a curriculum proposal in this direction. 2. The expressions CT (useful to distantiate from digital literacy) and "coding" can cause misconceptions among teachers, who focus mainly on transfer to general thinking skills. Both disciplinary and pedagogical teacher training is hence needed. 3. Some plugged and unplugged teaching tools have intrinsic constructivist characteristics that can facilitate CS learning, as shown with proposed activities. 4. Growth mindset is not automatically fostered by CS, while not studying CS can foster fixed beliefs. Growth mindset can be fostered by creative computing, leveraging on its constructivist aspects

An Examination of Abstraction in K-12 Computer Science Education

Computer scientists have been working towards a common definition of abstraction; however, the instruction and assessment of abstraction remain categorically underresearched. Because abstraction is often cited as a component of computational thinking, abstraction has been summarily likened to a higher order thinking skill. A broad conceptual framework including philosophy, psychology, constructionism, and computational thinking was aligned with the descriptive qualitative design and guided the literature review and data analysis. This qualitative examination of how teachers determine curriculum, deliver instruction, and design assessments in K-12 computer science education provides insight into best practices and variables for future quantitative study. The instructional strategies, objectives, and assessments of twelve K-12 computer science teachers from 3 states were examined in this descriptive qualitative examination of instruction using thematic coding analysis. The majority of teachers had little to no professional development regarding teaching abstraction. All teachers in the study were unsure what student abstraction abilities should be according to grade level. Teachers\u27 understanding of abstraction ranged from very little knowledge to very knowledgeable. The majority of teachers did not actively assess abstraction. Teachers described successfully teaching abstraction through multiple instructional practices and spiraling curriculum. Practical descriptive insights illuminate additional variables to research the instruction of abstraction qualitatively and quantitatively, as well as provide anecdotal instructional successes

Guess my X and other techno-pedagogical patterns: toward a language of patterns for teaching and learning mathematics

Most people see learning mathematics as a demanding, even threatening, endeavour. Consequently, creating technology-enhanced environments and activities for learning mathematics is a challenging domain. It requires a synergism of several dimensions of design knowledge: usability, software design, pedagogical design and subject matter. This paper presents a set of patterns derived from a study on designing collaborative learning activities in mathematics for children aged 10-14, and a set of tools to support them

A Framework for Teaching Computational Thinking in Primary Schools: A Namibian Case Study

Several professional development programs have been designed to train in-service teachers on a computational thinking (CT) curriculum, but few researchers have examined how these affect primary school teachers\u27 self-efficacy and knowledge of CT in emerging economies. This study\u27s objective was to create a framework for the professional development of primary school in-service teachers for the teaching of CT (referred to as professional development for primary computational thinking - PD4PCT) to be integrated into teachers\u27 professional development programs. An initial framework was refined after implementing it at a Namibian school with a group of 14 teachers from five different disciplines (social studies, English, natural science, mathematics, and Afrikaans). Literature reviews, pre- and post-intervention questionnaires, semi-structured interviews, and self-reporting diaries were used to collect data. The framework was evaluated by experts via an online questionnaire. The findings show that teachers who participated in the professional development program improved their perceived CT knowledge, beliefs, and confidence to teach CT

In Search of a “Fair Explanation”: Helping Young People to Consider the Possibilities, Limitations, and Risks of Computer- and Data-Mediated Systems

Significant resources have been directed towards K-12 computing and data education over the past ten years, as part of what has come to be known as the CSforAll initiative. This initiative has focused on raising awareness of computing education among parents and students, developing situated learning progressions that resonate with many different interests and pursuits, training teachers, and addressing issues of underrepresentation in computing among females and racial minorities. In this dissertation, I argue that as the CSforAll initiative continues to expand, it is important for the education community to also reflect on the forms of knowledge that are believed to be essential, and the presumed benefits of computing and data education. Specifically, how might the goal of producing citizens with robust computing and data literacies change what is considered to be fundamental to a computing education; as well as the kinds of contexts in which computing and data science are situated?I use the term sociotechnical literacy to name this vision for computing education, which I define as a broad set of social and technical practices, strategies, ideas, and dispositions that can help people to reason about the computer-mediated systems that shape their everyday lives. As the term suggests, I argue that it is important for learners to engage with technical ideas as well as their social applications and implications. To examine what this might mean for teaching and learning, I describe two design experiments that I conducted with young people (ages 14 – 22). Each approach aimed to make the applications of computing primary (rather than treating applications as the backdrop from which the abstractions of computation are motivated), so that learners could examine some of the specific ways in which data and computing might be directed to particular goals, subject to real possibilities and constraints, and in relation to alternative forms of participation. I examine the possibilities and limitations of each approach. I also analyze some of the assumptions that framed the design experiments – which were naïve, but also reflective of a broader ethos that pervades CSforAll. I reflect on what these studies collectively reveal about the possibilities, limitations, and risks of data and computing, as situated in the lives of young people; as well as what this might mean for helping young people develop a robust sociotechnical literacy. There are very real limits to what can be accomplished with computing and data alone. There are also significant benefits and risks associated with the many sociotechnical systems that shape our lives. As such, I argue that rather than positioning computing education as a remedy to various social ills, we instead offer young people a fair explanation of what computing is and is not capable of, grounded within specific contexts involving real people. I conclude with what this fair explanation might include, and how it might be fostered

(Un)Confident Coders: What Gender Dynamics Appear When Canadian Children Learn How to Code

This paper reports on a mixed-methods study that examined the gender dynamics that could be observed when Canadian boys and girls learn to code in a formal classroom environment. The study involved sixty-four, sixth grade students in a suburban Toronto District School Board school who were taught basic computer programming skills using a curriculum developed by the PLAYCES lab at York University. The results showed that in all three classes, although the boys displayed more confident behaviours (e.g. willing to take risks while working, trouble shooting, persisting in the face of challenges etc.) than the girls, there were a few distinct situations in which the girls displayed a strong sense of confidence. The girls' behaviours were analyzed and linked to social contexts and social expectations

'I liked it, but it made you think too much': A case study of computer game authoring in the Key Stage 3 ICT curriculum

The importance of giving pupils opportunities to become producers of digital media is well documented in the literature (see Harel, 1991; Papert, 1993; Kafai, 1995; Harel Caperton, 2010; Luckin et al., 2012; Nesta, 2012; Sefton-Green, 2013), however there has been little research in this area in the context of the UK Key Stage 3 ICT curriculum. The purpose of this study is to achieve an understanding of how authoring computer games in a mainstream secondary setting can support the learning of basic game design and programming concepts. The research explores pupils’ experiences of the process they followed and the areas of learning they encountered as they made their games, and considers what they valued and what they found difficult in the game authoring activity. The research draws on the learning theory of constructionism, which asserts the importance of pupils using computers as ‘building material’ to create digital artefacts. In the process of creating these artefacts, over time, computers become ‘objects to think with’, enabling pupils to learn how to learn (Papert, 1980b; Harel and Papert, 1991a). Data were collected in planning documents, journals and the games pupils made, in recordings of their working conversations, and in pair and group interviews. Findings indicate that as well as learning some basic programming concepts, pupils enjoyed the activity, demonstrated positive attitudes to learning and felt a sense of achievement in creating a complex artefact which had personal and cultural significance for them. This research acknowledges the need to develop accessible units of work to implement aspects of the new Computing curriculum (DfE, 2013c), especially for teachers and pupils who have little prior knowledge of the field. It suggests that computer game authoring may offer a viable entry and considers the extent to which constructionist approaches are suitable for this kind of work