Understanding African-American Students’ Problem-Solving Ability in the Precalculus and Advanced Placement Computer Science Classroom

Jones-Harris, Cristal; Chamblee, Gregory

doi:10.1007/978-3-319-52691-1_3

Cited by 4 publications

(4 citation statements)

References 6 publications

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“…Even though the implementing procedures of think‐aloud interviews are similar across different regions and grade levels, the data analysis methods vary and lack standard guidelines. For instance, studies that adopted coding‐and‐counting strategies to analyze think‐aloud data are based on different coding schemes (Basu et al, 2016; Jones‐Harris & Chamblee, 2017; Lee et al, 2014). Despite the fact that self‐developed coding schemes are likely to be more adaptable as they cater to the specific research context, the lack of a standard codebook may cause conflicts and misunderstandings, consequently impairing the validity of think‐aloud interviews.…”

Section: Discussionmentioning

confidence: 99%

“…Concurrent or retrospective interview probes A think-aloud interview can serve as a direct tool to measure the cognitive processes implicated in CT. Notably, several empirical studies have shown the potential of think-aloud interviews to externalize learners' cognitive processes during CT problem-solving (Basu et al, 2016;Jones-Harris & Chamblee, 2017;Lee et al, 2014). In addition, think-aloud interviews are frequently suggested as necessary components of CT assessments (Lye & Koh, 2014;Tang et al, 2020).…”

Section: Concurrent Interview Probesmentioning

confidence: 99%

“…(2) How does students' CT understanding correspond to the hypothetical cognitive progression of the learning trajectories (Luo et al, 2020)? (3) What problem‐solving strategies do African‐American students demonstrate when solving computer science problems (Jones‐Harris & Chamblee, 2017)? Although the numerical data collected through closed‐response questionnaires can provide some evidence, it may not be the best source of information for answering the questions outlined above.…”

Section: Introductionmentioning

confidence: 99%

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Insights into computational thinking from think‐aloud interviews: A systematic review

Pan

Cui

Leighton

et al. 2022

Applied Cognitive Psychology

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This systematic review examines 35 empirical studies featuring the use of think‐aloud interviews in computational thinking (CT) research. Findings show that think‐aloud interviews (1) are typically conducted in Computer Science classrooms and with K‐12 students; (2) are usually combined with other exploratory CT assessment tools; (3) have the potential to benefit learners with special needs and identify the competency gaps through involving diverse participants; (4) are conducted in the absence of cognitive models and standard procedures; and (5) display insufficient definitional and methodological rigor. Theoretically, this review presents a systematic assessment about the application of think‐aloud interviews in CT studies and identifies the limitations in existing CT‐related think‐aloud studies. Practically, this review serves as a reference for studying the cognitive processes during CT problem‐solving and provides suggestions for CT researchers who intend to incorporate think‐aloud interviews in their studies.

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Section: Discussionmentioning

confidence: 99%

Section: Concurrent Interview Probesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Insights into computational thinking from think‐aloud interviews: A systematic review

Pan

Cui

Leighton

et al. 2022

Applied Cognitive Psychology

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“…Problem solving (PS), a component of critical thinking (Chaisri et al, 2019;Kuo et al, 2020), is a form of human intelligence that uses a structural phase to find an unknown or developing answer (Jones-Harris & Chamblee, 2017;Polya, 1981); PS organizes thoughts and processes to find a solution. Problem solving is a human skill that is required to deal with the complexity of problems (Durak & Saritepeci, 2018;Kim & Kim, 2016;Roma´n-Gonza´lez et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Identification of Problem-Solving Techniques in Computational Thinking Studies: Systematic Literature Review

Wu,

Asmara,

Huang

et al. 2024

Sage Open

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Problem-solving skills are an ability that must be cultivated to equip students with the skills needed to deal with today’s increasingly complex and volatile environment. Computational thinking represents a new paradigm in problem-solving skills. After Wing proposed Computational Thinking as problem-solving skills in 2006, other scholars investigated this topic; nevertheless, the link between Computational Thinking and problem-solving has not been clearly discussed in previous studies. To uncover evidence for the connection between Computational Thinking and problem-solving skills, we conduct a systematic literature review of 37 papers collected from Web of Science database. The results indicate that (a) problem-solving is discussed in the 37 articles in the context of Computational Thinking, (b) the most frequently employed Computational Thinking stages in problem-solving skills are decomposition, pattern recognition, abstraction, and algorithm, (c) Computational Thinking is closely linked to problem-solving, and (d) Computational Thinking and problem-solving stages serve the same functions in solving problems. The results of this study will encourage the development of education research, particularly in the application of CT as a problem-solving tool in various real-life scenarios.

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Teachers’ Perceptions of First-Year Implementation of Computer Science Curriculum in Middle School: How We Can Support CS Initiatives

Shin

Cheon

Shin

2021

Computers in the Schools

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Understanding African-American Students’ Problem-Solving Ability in the Precalculus and Advanced Placement Computer Science Classroom

Cited by 4 publications

References 6 publications

Insights into computational thinking from think‐aloud interviews: A systematic review

Insights into computational thinking from think‐aloud interviews: A systematic review

Identification of Problem-Solving Techniques in Computational Thinking Studies: Systematic Literature Review

Teachers’ Perceptions of First-Year Implementation of Computer Science Curriculum in Middle School: How We Can Support CS Initiatives

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