Siu-Cheung Kong, Ming Lai, Yugen Li, Tak-Yue Dickson Chan
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Co-development of senior primary students’ computational thinking concepts and practices: Implications for teaching and learning
Concepts and practices are widely used to assess students’ development in computational thinking (CT). However, less is known about how the development of each construct relates to that of the other. With a sample of 997 grade 6 students (average age = 11.43 at the beginning of the school year) from 14 primary schools, we examined the co-development of students’ CT concepts and practices based on the research method commonly used in the literature on conceptual and procedural knowledge for studying the relations between the two constructs. We first designed an instrument to measure CT concepts using an evidence-based approach, and validated it through item response theory. By applying multidimensional item response theory, we confirmed the four dimensions of CT practices using an instrument applied in a previous study. We found that after one year of CT learning, the students had improved in terms of both concepts and practices, indicating the effectiveness of the CT intervention. Structural equation modelling indicated that CT concepts and practices facilitated each other’s development; practices played a particularly important role in facilitating the development of CT. Our study provides solid evidence for the importance of the problem-solving aspect of CT as reflected in the dimension of practices. It also provides valuable insights for future pedagogical models, such as allocating sufficient time for students to practise in programming tasks.
期刊介绍:
The Journal of Education and Information Technologies (EAIT) is a platform for the range of debates and issues in the field of Computing Education as well as the many uses of information and communication technology (ICT) across many educational subjects and sectors. It probes the use of computing to improve education and learning in a variety of settings, platforms and environments.
The journal aims to provide perspectives at all levels, from the micro level of specific pedagogical approaches in Computing Education and applications or instances of use in classrooms, to macro concerns of national policies and major projects; from pre-school classes to adults in tertiary institutions; from teachers and administrators to researchers and designers; from institutions to online and lifelong learning. The journal is embedded in the research and practice of professionals within the contemporary global context and its breadth and scope encourage debate on fundamental issues at all levels and from different research paradigms and learning theories. The journal does not proselytize on behalf of the technologies (whether they be mobile, desktop, interactive, virtual, games-based or learning management systems) but rather provokes debate on all the complex relationships within and between computing and education, whether they are in informal or formal settings. It probes state of the art technologies in Computing Education and it also considers the design and evaluation of digital educational artefacts. The journal aims to maintain and expand its international standing by careful selection on merit of the papers submitted, thus providing a credible ongoing forum for debate and scholarly discourse. Special Issues are occasionally published to cover particular issues in depth. EAIT invites readers to submit papers that draw inferences, probe theory and create new knowledge that informs practice, policy and scholarship. Readers are also invited to comment and reflect upon the argument and opinions published. EAIT is the official journal of the Technical Committee on Education of the International Federation for Information Processing (IFIP) in partnership with UNESCO.