Assessing Algorithmic Thinking Skills in Relation to Gender in Early Childhood

Abstract

Background/purpose -In terms of computational thinking core facets, algorithmic thinking is a key competency applicable not only in Computer Science but also in aspects of daily life. Considering the global phenomenon of gender stereotypes with regards to the academic and professional orientation in STEM fields, we focused on investigating the level of students' algorithmic thinking skills by gender in early childhood. This article provides evidence of research implemented under the umbrella of quantitative methodology, employing an innovative assessment tool constructed to meet the requirements of the study. The findings obtained could facilitate researchers and policymakers to support equity in learning opportunities, starting from the first stage of compulsory education. Materials/methods -The study aligns to the principles of quantitative research methodology. Its backbone is a digital platform of multidisciplinary, play-based, and constructivist character, which we implemented from scratch in order to satisfy the requirements of our research. Results -The findings of the study revealed that algorithmic thinking skills are not related to students' gender in early childhood. Conclusion -The findings of the study bring out that, at very young ages, the effect of gender stereotypes is not observable as far as students' algorithmic thinking skills are concerned. The implications of the study highlight the need to focus on the schooling stages that follow early childhood in order to tackle the gender gap in STEM fields. Keywords -computational thinking, algorithmic thinking, gender, early childhood, game-based learning To link to this article-

Investigating the Association between Algorithmic Thinking and Performance in Environmental Study

“…If CT is to become viable in the educational systems around the globe, its assessment will need to play a prominent role. This assumption is echoed in the academic discourse on CT, in which the crucial role of CT assessment is emphasized and the construction of developmentally appropriate assessment tools figures prominently [15][16][17]38,39]. At the same time, the demand for establishing a truly ethical and honest relationship between people and the planet that we inhabit so carelessly, and the need to guarantee a sustainable future for posterity, demands nothing less than introducing Environmental Science Analogous results are obtained if we apply the ordinal logistic regression model considering that the content understanding of the Environmental Study course (probabilities) is the dependent variable and AT is the independent variable.…”

“…Contemporary educational and social demands lead to cultivating CT even within the context of early learning settings [15][16][17]. Indeed, in the modern digital era, CT is seen as a set of competencies that are essential for the productive citizenry [27], as it is estimated that by the end of the century it will have evolved into a fundamental set of skills, such as reading, writing and arithmetic [28].…”

“…This article discusses part of a wider research study we carried out exploiting a novel assessment framework, with the objective of investigating age [15], gender [16], and learning achievements in the Environmental Study course as predictive factors of core CT competencies, namely AT and abstraction [17]. The proposed assessment framework, which is of a constructivist, multidisciplinary and game-based structure, was applied to 435 primary first and second graders.…”

Characterizing Computational Thinking in the Context of Model-Planning Activities

“…When operationalized, it is often in K12 settings rather than the undergraduate level [23,24]. This K12 literature base has covered a host of topics such as the definition of CT [25], how to assess CT [26,27], and how to teach CT [28]. However, this focus on K12 has left a significant gap in the literature for concrete implementation strategies of CT or best practices for developing CT in undergraduate educational settings.…”

Instrumentos de evaluación del pensamiento computacional: una revisión sistemática

“…Several initiatives have been developed to integrate CT into curricula, as well as tools for its accurate and reliable assessment. These tools include questionnaires [13]- [15], task-based tests [16], coding activities [17], and observation. Nevertheless, for widespread application across various educational levels, it is imperative to enhance the measurement of this construct using instruments with psychometric properties.…”