Unravelling the Numerical and Spatial Underpinnings of Computational Thinking: A Pre-Registered Replication Study

Autor/inn/en	Finke, Sabrina; Kemény, Ferenc; Sommer, Markus; Krnjic, Vesna; Arendasy, Martin; Slany, Wolfgang; Landerl, Karin
Titel	Unravelling the Numerical and Spatial Underpinnings of Computational Thinking: A Pre-Registered Replication Study
Quelle	In: Computer Science Education, 32 (2022) 3, S.313-334 (22 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Finke, Sabrina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0899 3408
DOI	10.1080/08993408.2022.2079864
Schlagwörter	Spatial Ability; Cognitive Ability; Abstract Reasoning; Arithmetic; Teaching Methods; Algebra; Numeracy; Grade 7; Grade 8; Psychometrics; Visualization; Computer Science Education; Short Term Memory; Intelligence Tests; Problem Solving; Task Analysis; Correlation; Foreign Countries; Thinking Skills; Mathematics Tests; Austria + Suchen Sie Ihr Suchwort? Räumliches Vorstellungsvermögen; Denkfähigkeit; Abstraktes Denken; Denken; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Teaching method; Lehrmethode; Unterrichtsmethode; Rechenkompetenz; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Psychometry; Psychometrie; Visualisation; Visualisierung; Computer science lessons; Informatikunterricht; Kurzzeitgedächtnis; Intelligence test; Intelligenztest; Problemlösen; Aufgabenanalyse; Korrelation; Ausland; Österreich
Abstract	Background: Key to optimizing Computational Thinking (CT) instruction is a precise understanding of the underlying cognitive skills. Román-González et al. (2017) reported unique contributions of spatial abilities and reasoning, whereas arithmetic was not significantly related to CT. Disentangling the influence of spatial and numerical skills on CT is important, as neither should be viewed as monolithic traits. Objective: This study aimed (1) to replicate the results of a previous study by Román-González et al. (Computers in Human Behaviour 72), and (2) to extend this research by investigating other theoretically relevant constructs. Specifying the contribution of reasoning (i.e. numerical, figural), numerical skills (i.e. arithmetic, algebra), and spatial skills (i.e. visualization, mental rotation, short-term memory) helps to better understand the cognitive mechanisms underlying CT. Method: We investigated a sample of 132 students from Grades 7-8 (age range 12-15 years). Participants completed the Computational Thinking test, as well as a variety of psychometric assessments of reasoning, numerical, and spatial skills. To determine which cognitive skills are relevant for CT, we calculated bivariate correlations and performed a linear regression analysis. Findings: Results confirmed unique contributions of figural reasoning and visualization. Additional variance was explained by algebraic skills. Implications: We conclude that CT engages cognitive mechanisms extending beyond reasoning and spatial skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01