Exploring the underlying cognitive process of computational thinking in primary education

Abstract

Computational thinking (CT) has gained increasing recognition as a 21st-century competency. Although initiatives have been taken to define the term for educational practices, limited empirical evidence is available to clarify its underlying components, especially at the primary education level. This study aimed to identify the associations between CT and specific cognitive skills in the primary school context. Based on the literature, three cognitive domains were studied (i.e., mathematical, visuospatial, and reasoning skills) and standard test batteries were applied to a sample of 633 primary students (aged 7–12 years). Linear regression analyses were performed with CT performance as the dependent variable to investigate its associations with the measured cognitive skills, and demographic features (i.e., age, gender) and coding learning experience (i.e., years of coding experience, extra-curricular coding experience) were included as control variables. The results indicated that the students’ CT performance was significantly predicted by their attainments in numeracy, visual perception, spatial visualisation, and inductive reasoning, and the results remained significant after controlling for demographics and coding experience. The study adds to the literature by enriching the understanding of CT as a psychological construct and has practical implications for educational stakeholders regarding the importance of interdisciplinary teaching and the integration of specific cognitive skills into CT learning activities.