共同发展高年级小学生的计算思维概念和实践:对教学的影响

IF 4.8 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Siu-Cheung Kong, Ming Lai, Yugen Li, Tak-Yue Dickson Chan
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引用次数: 0

摘要

概念和实践被广泛用于评估学生在计算思维(CT)方面的发展。然而,人们对这两个概念的发展与另一个概念的发展之间的关系却知之甚少。我们以 14 所小学的 997 名六年级学生(学年开始时的平均年龄为 11.43 岁)为样本,采用概念性知识和程序性知识文献中常用的研究方法,考察了学生计算思维概念和实践的共同发展情况,以研究这两个建构之间的关系。我们首先采用循证方法设计了一个测量 CT 概念的工具,并通过项目反应理论对其进行了验证。通过应用多维项目反应理论,我们利用之前研究中应用的工具确认了 CT 实践的四个维度。我们发现,经过一年的 CT 学习,学生们在概念和实践方面都有所提高,这表明 CT 干预的有效性。结构方程模型表明,CT 概念和实践相互促进发展;实践在促进 CT 发展方面发挥了特别重要的作用。我们的研究提供了确凿的证据,证明了实践维度所反映的 CT 问题解决方面的重要性。我们的研究还为未来的教学模式提供了有价值的启示,例如分配足够的时间让学生练习编程任务。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Co-development of senior primary students’ computational thinking concepts and practices: Implications for teaching and learning

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.

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来源期刊
Education and Information Technologies
Education and Information Technologies EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
10.00
自引率
12.70%
发文量
610
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.
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