Computational thinking learning experiences, outcomes, and research in preschool settings: a scoping review of literature

McCormick, Kate; Hall, Jacob A.

doi:10.1007/s10639-021-10765-z

Cited by 21 publications

(5 citation statements)

References 52 publications

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“…The results of this review are in line with previous reviews [18], [19], [24], [29], [32], which established that algorithmic thinking, problem-solving, and abstraction are the CT skills most commonly assessed. Likewise, it was found that computational concepts (sequences, conditionals, and loops) are widely assessed in various educational environments, which is consistent with [20], [23], [27].…”

Section: • What Constructs or Skills Do The Instruments Assess?supporting

confidence: 64%

“…An examination of previous studies on the use of CT assessment tools provided valuable insights into the current landscape of this field. The search yielded 15 reviews, classified into different categories: scoping reviews [18]- [20], systematic or bibliometric mappings [21], [22], systematic reviews [6], [23]- [29], and meta-analyses [30], [31]. The analysis of these reviews underscored the need to identify the instruments employed for measuring CT, their psychometric properties, and the various variables associated with CT.…”

Section: Literature Reviewmentioning

confidence: 99%

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Instrumentos de evaluación del pensamiento computacional: una revisión sistemática

Corrales-Álvarez,

Ocampo,

Cardona Torres

2024

TecnoL.

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El pensamiento computacional (PC) es una nueva forma de alfabetización y se considera como una competencia clave para los ciudadanos de la era actual. Es un constructo compuesto que tiene relación con la resolución de problemas, el pensamiento matemático, el pensamiento crítico, la creatividad y la comunicación. La investigación sobre la evaluación del PC se encuentra en consolidación, sin embargo, se evidencia ausencia de agrupación sistemática de instrumentos de medición del PC en diferentes niveles educativos. El objetivo de esta revisión consistió en identificar los instrumentos usados como herramientas para medir el PC, las habilidades evaluadas y las propiedades psicométricas de los instrumentos. Esta revisión sistemática presentó el análisis de 52 artículos encontrados del 2012 al 2022. Los resultados de la revisión demostraron un crecimiento significativo en las publicaciones relacionadas con el diseño y la validación de instrumentos de medición del PC en los últimos años. Se encontró que más del 80 % de los instrumentos presentaron evidencia de validez y confiabilidad, destacando la validez de contenido, la validez de constructo y la consistencia interna. Así mismo, en algunos instrumentos se consideraron la evaluación de habilidades afectivas, sociales y actitudes, lo cual enriquecía la valoración de las habilidades cognitivas. Sin embargo, se evidenció la ausencia de los países de Centro y Sur América en los artículos analizados sobre esta temática, al igual que la escasez de instrumentos dirigidos a la primera infancia y a los docentes. Estos hallazgos resaltan la necesidad de continuar investigando el PC desde la perspectiva de la evaluación en poblaciones específicas.

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Section: • What Constructs or Skills Do The Instruments Assess?supporting

confidence: 64%

Section: Literature Reviewmentioning

confidence: 99%

Instrumentos de evaluación del pensamiento computacional: una revisión sistemática

Corrales-Álvarez,

Ocampo,

Cardona Torres

2024

TecnoL.

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“…Additionally, there are various pedagogical approaches for teaching early programming and CT, ranging from a task-based approach, where learning activities are centered around tasks guided by adults ( McCormick and Hall, 2021 ), to project-based learning, which emphasizes student-centeredness ( Kokotsaki et al, 2016 ). However, Ms. Wu solely employed a highly structured task-based approach, which prioritized guidance but overlooked students’ autonomy and creativity.…”

Section: Limitations and Implicationsmentioning

confidence: 99%

“…Early programming and CT education employs a variety of pedagogical approaches. One such approach is the task-based approach, where learning activities revolve around tasks guided by adults ( McCormick and Hall, 2021 ). Bers (2019) showed how such intentionally structured activities can aid young children in developing CT skills.…”

Section: Introductionmentioning

confidence: 99%

Teaching programming and computational thinking in early childhood education: a case study of content knowledge and pedagogical knowledge

Zeng,

Yang,

Bautista

2023

Front. Psychol.

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Programming and computational thinking (CT) have been progressively incorporated into early childhood education to prepare children for the digital age. However, little is known about the content knowledge (CK) and pedagogical knowledge (PK) possessed by early childhood teachers in this domain. To address this gap, we conducted a case study of an early childhood teacher in China who had experience developing and implementing an unplugged programming and CT curriculum. The triangulation of data sources was established to collect evidence from videotaped observations, interviews, and lesson plans. For the CK, analysis of these findings revealed that the teacher had a more robust understanding of CT concepts (e.g., sequences, conditionals, and loops) compared to CT practices (e.g., decomposition, debugging) and CT perspectives (e.g., perseverance, choices of conduct). In terms of PK, the teacher could apply the general pedagogical knowledge but was relatively weak in using content-specific pedagogical knowledge. As the first endeavor to investigate an early childhood teacher’s CK and PK in teaching programming and CT, this study provides significant implications for improving teachers’ professional knowledge and teaching effectiveness in this burgeoning area.

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“…In this regard, there is a change of trend in relation to the development of studies that use AI and promote computational thinking in students due to the pressure from international organisations to include computational thinking in the curricula at all educational stages. Thus, an increasing number of research studies is being found in the literature that uses AI and promotes computational thinking at different educational stages (McCormick & Hall, 2022;Merino-Armero, González-Calero, & Cozar-Gutierrez, 2022). This paper has a set of limitations that need to be emphasized.…”

Section: Strengths and Limitations Of The Studymentioning

confidence: 99%

Analysing the Impact of Artificial Intelligence and Computational Sciences on Student Performance: Systematic Review and Meta-analysis

García‐Martínez

Batanero

Fernández‐Cerero

et al. 2023

J. New Approaches Educ. Res.

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Artificial intelligence (AI) and computational sciences have aroused a growing interest in education. Despite its relatively recent history, AI is increasingly being introduced into the classroom through different modalities, with the aim of improving student achievement. Thus, the purpose of the research is to analyse, quantitatively and qualitatively, the impact of AI components and computational sciences on student performance. For this purpose, a systematic review and meta-analysis have been carried out in WOS and Scopus databases. After applying the inclusion and exclusion criteria, the sample was set at 25 articles. The results support the positive impact that AI and computational sciences have on student performance, finding a rise in their attitude towards learning and their motivation, especially in the STEM (Science, Technology, Engineering, and Mathematics) areas. Despite the multiple benefits provided, the implementation of these technologies in instructional processes involves a great educational and ethical challenge for teachers in relation to their design and implementation, which requires further analysis from the educational research. These findings are consistent at all educational stages.

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Computational thinking learning experiences, outcomes, and research in preschool settings: a scoping review of literature

Cited by 21 publications

References 52 publications

Instrumentos de evaluación del pensamiento computacional: una revisión sistemática

Instrumentos de evaluación del pensamiento computacional: una revisión sistemática

Teaching programming and computational thinking in early childhood education: a case study of content knowledge and pedagogical knowledge

Analysing the Impact of Artificial Intelligence and Computational Sciences on Student Performance: Systematic Review and Meta-analysis

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