Abstract
Computational Thinking (CT) is gaining a lot of attention in education. We explored how to discern the occurrences of CT in the projects of 12th grade high school students in the computer science (CS) course. Within the projects, they constructed models and ran simulations of phenomena from other (STEM) disciplines. We examined which CT aspects occurred in students' activities and how to assess students' CT accomplishments. For this purpose we employed a framework based on CT characterizations by Wing [14, 15], CSTA [4] and Comer et al. [3]. We analyzed students' project documentation, survey results and interviews with individual students. The findings indicate that this framework is suitable for detection of occurrences of CT aspects in students' data. Moreover, our preliminary results suggest that the framework is useful in assessment of the quality of the students' CT performance.
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