Year-end Sale % OFF 
Abstract
This study compares computational thinking skills evidenced by two groups of students in two different secondary schools: one group per school was studying a qualification in Computer Science. The aim was to establish which elements of computational thinking were more prevalent in students studying Computer Science to a higher level. This in turn would evidence those elements likely to be present from their earlier computing education or through their complementary studies in Science or Mathematics, which all students also studied. Understanding this difference was important to identify any increased competence in computational thinking that was present in the Computer Science groups. Artefact-based interviews were carried out using questions and practical computing problems designed to elicit and demonstrate the students’ computational thinking skills based on the Brennan and Resnick (2016) model of computational concepts, practices and perspectives. Analysis of students’ responses showed surprisingly little difference between the computational thinking practices of the two groups in relation to abstraction, decomposition, evaluation, generalisation/reusing, logical reasoning and debugging/testing. The study concludes that general computational thinking skills can be developed either at a lower level of study or in cognate curriculum areas, leaving computer science as the rightful locus of computational thinking for automation.
Highlights
Defining Computational Thinking There has been recurring international attention on the perceived lack of adequate preparation of future generations to participate fully in the changes which new technology is bringing to society (Grover and Pea, 2013; Webb et al, 2017)
1.3 Research Questions Taking the separation of computational thinking’ (CT) into the three areas identified by Brennan and Resnick (2012), this study explores the ways in which Computer Science (CS) students and non-CS students differ in their ability to apply computational concepts, practices and perspectives to scenario-based and practical computing problems
The introduction of a dedicated General Certificate of Secondary Education (GCSE) in Computer Science does have much to contribute to the development of a distinct disciplinary identity that can be articulated by the student
Summary
Defining Computational Thinking There has been recurring international attention on the perceived lack of adequate preparation of future generations to participate fully in the changes which new technology is bringing to society (Grover and Pea, 2013; Webb et al, 2017). The concept was first promoted by Papert (1980), it was Wing’s (2006) call for computational thinking as a ‘universally applicable attitude and skill set for all’ (p.33) that was repurposed to underpin the Royal Society’s position regarding Computer Science as a discipline. This influenced the 2014 National Curriculum computing programmes of study (Department for Education, 2013) and was evident in the Computer Science General Certificate of Secondary Education (GCSE) subject content first published in 2015 (Ofqual, 2018a, Department for Education, 2015). It is arguable that the nature and extent of computation for automation purposes resulting from applied computational thinking marks a conceptual dividing line in the field. Berry (2019) highlighted that thinking in relation to automation (and demonstrable) is distinct from the thinking skills developed by a broader set of CT skills, a tension alluded to by Cansu and Cansu (2019) when contrasting the different prevailing definitions of computational thinking
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Computer Science Education in Schools
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
