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Assessing 4th Grade Students’ Computational Thinking through Scratch Programming Projects

期刊名字: Informatics in Education (Vol.19, No. 4)

Publication Date:

论文作者 : ;

起始页码 : 611-640

关键字 : computational thinking; Scratch; assessment; primary school; education;

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论文摘要

Computational thinking (CT) has been introduced in primary schools worldwide. However, rich classroom-based evidence and research on how to assess and support students' CT through programming are particularly scarce. This empirical study investigates 4th grade students' (N = 57) CT in a comparatively comprehensive and fine-grained manner by assessing their Scratch projects (N = 325) with a framework that was revised from previous studies to aim towards enhancing CT. The results demonstrate in detail the various coding patterns and code constructs the students programmed in assorted projects throughout a programming course and the extent to which they had conceptual encounters with CT. Notably, the projects indicated CT diversely, and the students altogether encountered dissimilar areas in CT. To target the acquisition of CT broadly, manifold programming activities are necessary to introduce in the classroom. Furthermore, we discuss the possibilities of applying the assessment framework employed herein to support CT education through Scratch in classrooms.

更新日期: 2020-12-11 19:42:42