Assessing K-9 Teachers' Computational Thinking Skills

2020 ◽  
pp. 124-144
Author(s):  
LeChen Zhang ◽  
Jalal Nouri
Keyword(s):  
Computational Thinking ◽  
Compulsory Education ◽  
Principal Component ◽  
Thinking Skills ◽  
Expert Review ◽  
Competence Training ◽  
Expert Review Panel ◽  
Ct Test ◽  
Teacher Ability ◽  
The Relationship

Many national curricula have incorporated computational thinking (CT) into compulsory education. Teacher ability to deliver the revised curriculum determines whether these new skills can be successfully integrated into teaching. Therefore, it is crucial to examine teacher readiness. This study measured Swedish K-9 teacher CT skills through a CT test validated by an expert review panel and a principal component analysis. Additionally, we engaged statistical analyses to examine the relationship between the teachers' background and their CT test scores, as well as their self-reported ability to teach CT. The result demonstrated the teachers' proficiency in different types of CT skills. Another finding revealed that the type of programming language mastered by teachers was associated with both their CT test score and self-reported ability to teach CT. This CT test can support teachers to identify specific areas for professional development and may facilitate the school management to plan teachers' competence training strategically.

Assessing K-9 Teachers' Computational Thinking Skills

2022 ◽  
pp. 467-487
Author(s):  
LeChen Zhang ◽  
Jalal Nouri
Keyword(s):  
Computational Thinking ◽  
Compulsory Education ◽  
Principal Component ◽  
Thinking Skills ◽  
Expert Review ◽  
Competence Training ◽  
Expert Review Panel ◽  
Ct Test ◽  
Teacher Ability ◽  
The Relationship

Many national curricula have incorporated computational thinking (CT) into compulsory education. Teacher ability to deliver the revised curriculum determines whether these new skills can be successfully integrated into teaching. Therefore, it is crucial to examine teacher readiness. This study measured Swedish K-9 teacher CT skills through a CT test validated by an expert review panel and a principal component analysis. Additionally, we engaged statistical analyses to examine the relationship between the teachers' background and their CT test scores, as well as their self-reported ability to teach CT. The result demonstrated the teachers' proficiency in different types of CT skills. Another finding revealed that the type of programming language mastered by teachers was associated with both their CT test score and self-reported ability to teach CT. This CT test can support teachers to identify specific areas for professional development and may facilitate the school management to plan teachers' competence training strategically.

The Role of Executive Function and Self-Regulation in the Development of Computational Thinking

2021 ◽  
pp. 64-83
Author(s):  
Elizabeth Kazakoff Myers
Keyword(s):  
Early Childhood ◽  
Executive Function ◽  
School Readiness ◽  
21St Century ◽  
Self Regulation ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Early Childhood Curriculum ◽  
The Relationship

This chapter summarizes theoretical connections between computational thinking through learning to code, self-regulation, and executive function and discusses why it is important to continue exploring the intersection of executive function, self-regulation, and computational thinking, including the need to revisit the socio-cultural underpinnings of foundational self-regulation, executive function, and school readiness research. As an example, findings from a 2014 study that explored the relationship between self-regulation and computational thinking when learning to code are shared. Research supports the idea of teaching computational thinking skills within an integrated early childhood curriculum to support the development of well-prepared citizens for the 21st century by drawing on the connections between executive function, self-regulation, and computational thinking.

scholarly journals Examining the Relationship between Digital Game Preferences and Computational Thinking Skills

2017 ◽  
Vol 8 (4) ◽  
Author(s):  
Ramazan Yilmaz ◽  
Hatice Yıldız Durak ◽  
Fatma Gizem Karaoglan Yilmaz
Keyword(s):  
Computational Thinking ◽  
Thinking Skills ◽  
Digital Game ◽  
The Relationship

Teaching programming and mathematics in practice: A case study from a Swedish primary school

2019 ◽  
Vol 18 (4) ◽  
pp. 483-496
Author(s):  
Henrik Stigberg ◽  
Susanne Stigberg
Keyword(s):  
Mathematics Education ◽  
Primary School ◽  
Computational Thinking ◽  
Thinking Skills ◽  
First Semester ◽  
Elementary School Education ◽  
And Mathematics ◽  
Ninth Grade Students ◽  
The Relationship

Programming and computational thinking have emerged as compulsory skills in elementary school education. In 2018, Sweden has integrated programming in mathematics education with the rationale that it fosters problem solving and logical thinking skills and motivates students to learn mathematics. We investigated how teachers introduce programming in mathematics education in a Swedish primary school using an explorative case study. We followed four mathematics teachers during the first semester in which programming was mandatory. They taught second-, sixth- and ninth-grade students. Our contributions are threefold: we provide an account of how programming is taught in mathematics education; we discuss how teachers reflect on the challenge of teaching programming in mathematics; and we report on students’ understanding of programming and their view on the relationship between programming and mathematics.

scholarly journals What is the Relationship between Students’ Computational Thinking Performance and School Achievement?

2019 ◽  
pp. 3-19 ◽  
Author(s):  
Yerkhan Mindetbay ◽  
Christian Bokhove ◽  
John Woollard
Keyword(s):  
Performance Test ◽  
School Achievement ◽  
Multiple Choice ◽  
Computational Thinking ◽  
Secondary Data ◽  
Thinking Skills ◽  
Validity And Reliability ◽  
Multiple Choice Questions ◽  
General School ◽  
The Relationship

This study investigates the relationship between computational thinking performance and general school achievement and explores to see if computational thinking performance can be predicted by algebra and informatics achievement. The sample group of 775 grade 8 students was drawn from 28 secondary schools across Kazakhstan. The students responded to a Computational Thinking Performance test of 50 multiple-choice questions and Computational Thinking Scale questionnaire. The test covers the concepts: logical thinking, generalisation and abstraction. The validity and reliability of the multiple-choice questions are tested using the Item Response Theory. The Likert type questionnaire covers five factors: creativity, algorithmic thinking, cooperation, critical thinking and problem solving. School achievement results (secondary data) include scores for a number of school subjects. The results of the study showed that the multiple-choice questions are valid and a reliable tool to measure computational thinking performance of students. Algebra, general school achievement and students’ perception of their computational thinking skills were significant predictors of computational thinking performance. The results revealed no gender difference in computational thinking performance and perceptions of computational thinking. The findings regarding the relationship between computational thinking performance, the students’ general school achievement and perceptions of computational thinking skills are compared and discussed.

scholarly journals Exploring Computational Thinking Skills Training Through Augmented Reality and AIoT Learning

2021 ◽  
Vol 12 ◽  
Author(s):  
Yu-Shan Lin ◽  
Shih-Yeh Chen ◽  
Chia-Wei Tsai ◽  
Ying-Hsun Lai
Keyword(s):  
Artificial Intelligence ◽  
Augmented Reality ◽  
Positive Impact ◽  
Computational Thinking ◽  
Skills Training ◽  
Thinking Skills ◽  
Educational Systems ◽  
Learning Intention ◽  
Planning And Design ◽  
Competence Training

Given the widespread acceptance of computational thinking (CT) in educational systems around the world, primary and higher education has begun thinking about how to cultivate students' CT competences. The artificial intelligence of things (AIoT) combines artificial intelligence (AI) and the Internet of things (IoT) and involves integrating sensing technologies at the lowest level with relevant algorithms in order to solve real-world problems. Thus, it has now become a popular technological application for CT training. In this study, a novel AIoT learning with Augmented Reality (AR) technology was proposed and explored the effect of CT skills. The students used AR applications to understand AIoT applications in practice, attempted the placement of different AR sensors in actual scenarios, and further generalized and designed algorithms. Based on the results of the experimental course, we explored the influence of prior knowledge and usage intention on students' CT competence training. The results show that proposed AIoT learning can increase students' learning intention and that they had a positive impact on problem solving and comprehension with AR technology, as well as application planning and design.

What Does Human Development Index Rating Mean in Terms of Individualism/Collectivism?

2003 ◽  
Vol 8 (2) ◽  
pp. 97-100 ◽  
Author(s):  
Maria José Sotelo ◽  
Luis Gimeno
Keyword(s):  
Human Development ◽  
Human Development Index ◽  
Principal Component ◽  
General Idea ◽  
Development Index ◽  
Low Levels ◽  
The Relationship

The authors explore an alternative way of analyzing the relationship between human development and individualism. The method is based on the first principal component of Hofstede's individualism index in the Human Development Index rating domain. Results suggest that the general idea that greater wealth brings more individualism is only true for countries with high levels of development, while for middle or low levels of development the inverse is true.

Sign in / Sign up

Export Citation Format

Share Document