A Double Dissociative Study into the Effectiveness of Computational Thinking

Autor/inn/en	Calderon, Ana C.; Skillicorn, Deiniol; Watt, Andrew; Perham, Nick
Titel	A Double Dissociative Study into the Effectiveness of Computational Thinking
Quelle	In: Education and Information Technologies, 25 (2020) 2, S.1181-1192 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Calderon, Ana C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-019-09991-3
Schlagwörter	Computation; Thinking Skills; Cognitive Processes; Logical Thinking; Abstract Reasoning; Undergraduate Students; Teaching Methods; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Denkfähigkeit; Cognitive process; Kognitiver Prozess; Abstraktes Denken; Denken; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg
Abstract	We propose the first steps towards a rigorous analysis of the effectiveness of an emerging pedagogy, Computational Thinking. We found that two aspects of the pedagogy have a positive effect with regard to enhancing two cognitive processes, namely sequential thinking and in abstract thinking. Our data was gathered experimentally with a cohort of mixed-ability undergraduate students enrolled on three distinct courses. The study employed a mixed 2 × 2 factorial design with type of classroom intervention, measurements were taken at baseline and following delivery of computational thinking methodologies designed to focus on specific components of the pedagogy. The dependent variable was percentage improvement from baseline, and the analyses were conducted using 2 × 2 mixed ANOVA, an alpha criterion of p < 0.05 was adopted for all analyses. The specific components investigated were algorithmic thinking and abstraction, and we found a positive correlation between enhancements of sequentiality and abstract thinking. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01