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Development of Computational Thinking Skillsthrough Unplugged Activities in Primary School
Christian P. BRACKMANN1, Marcos ROMÁN-GONZÁLEZ2, Gregorio ROBLES2, Jesús MORENO-LEÓN2, Ana CASALI3, Dante BARONE1
WiPSCE 2017 - The 12th Workshop in Primary and Secondary Computing Education - Nijmegen, 9th November
5th Grade
Global Effect Sized=.55
6th Grade
Global Effect Sized=.63
RESULTS AND DISCUSSION{Quantitative Results}
WiPSCE 2017 - The 12th Workshop in Primary and Secondary Computing Education - Nijmegen, 9th November
5th Grade
Global Effect Sized=.55
6th Grade
Global Effect Sized=.63
RESULTS AND DISCUSSION{Qualitative Results}
WiPSCE 2017 - The 12th Workshop in Primary and Secondary Computing Education - Nijmegen, 9th November
“Decomposition” activity
RESULTS AND DISCUSSION{Qualitative Results}
WiPSCE 2017 - The 12th Workshop in Primary and Secondary Computing Education - Nijmegen, 9th November
“Decomposition” activity
LIMITATIONS AND THREATS TO VALIDITY
WiPSCE 2017 - The 12th Workshop in Primary and Secondary Computing Education - Nijmegen, 9th November
• The CT-test is heavily focused on ‘computational concepts’,only partially covers ‘computational practices’, and ignores‘computational perspectives’.
• The CT-test has a (deliberately) reductionist conception of CT,which puts over-emphasis on path-finding algorithms.
LIMITATIONS AND THREATS TO VALIDITY
WiPSCE 2017 - The 12th Workshop in Primary and Secondary Computing Education - Nijmegen, 9th November
• The CT-test is heavily focused on ‘computational concepts’,only partially covers ‘computational practices’, and ignores‘computational perspectives’.
• The CT-test has a (deliberately) reductionist conception of CT,which puts over-emphasis on path-finding algorithms.
• The unplugged activities used along the research might beexcessively aligned with the items of the CT-test, which couldinflate the effect size of the quasi-experiment.
• The unplugged activities were conducted by one of theresearchers, not by the regular teacher.
• Small size of the sample in our quasi-experiment (N < 120).
CONCLUSIONS AND FURTHER RESEARCH
WiPSCE 2017 - The 12th Workshop in Primary and Secondary Computing Education - Nijmegen, 9th November
• Conclusion #1: The unplugged approach may beeffective to develop computational thinking inPrimary School.
CONCLUSIONS AND FURTHER RESEARCH
WiPSCE 2017 - The 12th Workshop in Primary and Secondary Computing Education - Nijmegen, 9th November
• Conclusion #1: The unplugged approach may beeffective to develop computational thinking inPrimary School.
• Conclusion #2: The effect size of the unpluggedapproach to develop CT, seems to be similar to theone of programming.
CONCLUSIONS AND FURTHER RESEARCH
WiPSCE 2017 - The 12th Workshop in Primary and Secondary Computing Education - Nijmegen, 9th November
• Conclusion #1: The unplugged approach may beeffective to develop computational thinking inPrimary School.
• Conclusion #2: The effect size of the unpluggedapproach to develop CT, seems to be similar to theone of programming.
• Conclusion #3: This results reinforce the conceptionof CT as a problem-solving cognitive ability whosedevelopment can be disconnected from computerprogramming.
CONCLUSIONS AND FURTHER RESEARCH
WiPSCE 2017 - The 12th Workshop in Primary and Secondary Computing Education - Nijmegen, 9th November
How and when to combine and/or to merge unplugged and plugged activities, in order to
optimize the CT development?
CONCLUSIONS AND FURTHER RESEARCH
WiPSCE 2017 - The 12th Workshop in Primary and Secondary Computing Education - Nijmegen, 9th November
How and when to combine and/or to merge unplugged and plugged activities, in order to
optimize the CT development?
Klopfenstein et al., 2017
REFERENCESPaul Curzon. 2013. cs4fn and computational thinking unplugged. In Proceedings of the 8thWorkshop in Primary andSecondary Computing Education. ACM, 47–50.
Paul Curzon, Peter W McOwan, Nicola Plant, and Laura R Meagher. 2014. Introducing teachers to computational thinkingusing unplugged storytelling. In Proceedings of the 9th Workshop in Primary and Secondary Computing Education. ACM,89–92.
Filiz Kalelioglu, Yasemin Gülbahar, and Volkan Kukul. 2016. A Framework for Computational Thinking Based on aSystematic Research Review. Baltic Journal of Modern Computing 4, 3 (2016), 583.
Lorenz Klopfenstein, Andiy Fedosyeyev, and Alessandro Bogliolo. 2017. Bringing an unplugged coding card game toaugmented reality. 9800–9805.
Brandon Rodriguez, Kennicutt Stephen, Cyndi Rader, and Tracy Camp. 2017. Assessing Computational Thinking in CSUnplugged Activities. In Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education.ACM, Seattle, Washington, USA, 501–506.
Marcos Román-González. 2015. Computational Thinking Test: Design Guidelines and Content Validation. In Proceedingsof the 7th Annual International Conference on Education and NewLearning Technologies (EDULEARN 2015). IATED,Barcelona, Spain, 2436–2444.
Marcos Román-González. 2016. Codigoalfabetización y Pensamiento Computacional en Educación Primaria ySecundaria: Validación de un Instrumento y Evaluación de Programas. Ph.D. Dissertation. Universidad Nacional deEducación a Distancia, Madrid, Spain.
Marcos Román-González, Juan-Carlos Pérez-González, and Carmen Jiménez-Fernández. 2017. Which cognitive abilitiesunderlie computational thinking? Criterion validity of the Computational Thinking Test. Computers in Human Behavior72 (July 2017), 678–691.
Marcos Román-González, Jesús Moreno-León, and Gregorio Robles. 2017. Complementary Tools for ComputationalThinking Assessment. In Proceedings of International Conference on Computational Thinking Education (CTE 2017), S. CKong, J Sheldon, and K. Y Li (Eds.). The Education University of Hong Kong, 154–159.
Sue Sentance and Andrew Csizmadia. 2015. Teachers’ perspectives on successful strategies for teaching Computing inschool. Paper presented at IFIP TCS 2015 (2015).
FOLLOW UP & CONTACT
WiPSCE 2017 - The 12th Workshop in Primary and Secondary Computing Education - Nijmegen, 9th November