Authors:
Lúcia Martins-Pacheco
;
Christiane Annelise Gresse von Wangenheim
and
Nathalia da Cruz Alves
Affiliation:
Department of Informatics and Statistics, Federal University of Santa Catarina, Campus Universitário s/n. Trindade, Florianópolis and Brazil
Keyword(s):
Computational Thinking, Assessment, K-12, CT Approaches, CT Instruments.
Related
Ontology
Subjects/Areas/Topics:
Computer-Supported Education
;
e-Learning
;
Instructional Design
;
Learning/Teaching Methodologies and Assessment
;
Metrics and Performance Measurement
Abstract:
The computational thinking (CT) concept has been the basis for several studies in the K-12 educational context. However, there are many questions that need to be deepened to attend K-12 educational demands. One great challenge is concerning assessment. Aiming to contribute to understanding this issue we present a systematic mapping study. We found 46 articles that approach assessment in this context, and we extract this information. The vast majority are recent publications, there is no consensus in CT characteristics, block-based languages are the most commonly used tool, instruments for assessment that are more used are pre and post-tests/questionnaires/surveys; samples sizes are usually small, and there is some psychometric rigor in just a few studies. Generally, the CT approaches were an isolated course or application, and their length of time was very different. Pedagogical foundations concerning the cognitive development stages and principles of knowledge structuration were rar
e. In addition, questions as “what has to be taught to the youngster?” and “how to teach and to assess in alignment with K-12 goals?” were not appropriately answered. Therefore, there are many research opportunities for the further development of this field.
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