Abstract

Due to the rapid development of computer, network and data processing, computational thinking (CT) ability has played an important element for talent cultivation in the era of big data since it came out. As computer foundation course, Data Analysis Courses has a certain degree of fit with computational thinking training. In order to cultivate computational thinking, our team tried to integrate computational thinking into computer basic courses. To begin with, this paper analyzes the convergence of Data Analysis Courses and computational thinking, and puts forward the instructional design of Statistical Product and Service Solutions (SPSS) data analysis course from the perspective of computational thinking. Then based on the problem-based learning, the instructional design is carried out from three levels: comprehension and understanding, simple application and comprehensive application. Finally, aiming at improving students’ CT ability, the teaching activities are designed progressively in computational thinking knowledge, CT skills, CT consciousness and CT strategy. Based on the above work, we carried out the Data Analysis course for the development of computational thinking. After a semester of practice, the results demonstrates that the teaching model proposed in this article enhances the students' CT ability significantly, and Data Analysis Courses is of great significance to the cultivation of students' CT.

Highlights

  • The result of Factor Analysis for the preliminary survey data demonstrates that KMO=0.881, which means the variables are suitable for Factor Analysis

  • After running the Principal Component Analysis, the variables a7, a8, a9, a10, a11 belong to the first principal component, and the variables a2, a3, a4, a5, a6 belong to the second one, a17, a18, a19, a20, a21 belong to the third component., a12, a13, a14 belong to the fourth, a23, a25, a26 belong to the fifth

  • In order to demonstrate the teaching effect, the author conducted a post-test on the LiYun class (2016), and conducted a computational thinking test on the LiYun (2015) class with the questionnaire designed in 3.3.1

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Summary

Introduction

The rapid development of computer, network and data processing has promoted the emerging of CT. The important role it plays in talent training has been widely recognized worldwide. In America, CT has gained support from many institutions, the panel discussion at Carnegie Mellon University, and the American Computer Society (ACM), the American Institute of Mathematics (AIM), the National Association of Computer Science and Technology Teachers (CSTA) and many other groups. In 2011, the International Society for Technology in Education (ISTE) and CSTA jointly proposed the operational definition of CT [1].

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