A model for assessing computational thinking skills
Kuupäev
2021-05-06
Autorid
Ajakirja pealkiri
Ajakirja ISSN
Köite pealkiri
Kirjastaja
Abstrakt
Tehnoloogia on kõikjal meie ümber ja arvutiteadus pole enam ainult eraldi distsipliin teadlastele, vaid omab aina laiemat rolli ka teistel aladel. Huvi algoritmilise mõtlemise arendamise vastu kasvab kõigil haridustasemetel alates eelkoolist lõpetades ülikooliga. Sellega seoses vajame aina enam üldhariduskoolide tasemel uuringuid, et omada paremat ülevaadet algoritmilise mõtlemise oskustest, et luua praktiline mudel algoritmilise mõtlemise hindamiseks.
Algoritmilist mõtlemist kirjeldatakse paljudes artiklites, kuid sageli pole need omavahel kooskõlas ja puudub ühine arusaamine algoritmilise mõtlemise oskuste dimensioonidest. Doktoritöö sisaldab süstemaatilist kirjanduse analüüsi, kus mõjukamate artiklite sünteesimisel jõutakse kolmeetapilise algoritmilise mõtlemise oskuste mudelini. See mudel koosneb järgnevatest etappidest: i) probleemi defineerimine, ii) probleemi lahendamine ja iii) lahenduse analüüsimine. Need kolm etappi sisaldavad kümmet algoritmilise mõtlemise alamoskust: probleemi formuleerimine, abstrahheerimine, reformuleerimine, osadeks võtmine, andmete kogumine ja analüüs, algoritmiline disain, paralleliseerimine ja itereerimine, automatiseerimine, üldistamine ning tulemuse hindamine.
Selleks, et algoritmilist mõtlemist süstemaatiliselt arendada, on vaja mõõtevahendit vastavate oskuste mõõtmiseks põhikoolis. Doktoritöö uurib informaatikaviktoriini Kobrase ülesannete abil, milliseid algoritmilise mõtlemise osaoskusi on võimalik eraldada Kobrase viktoriini tulemustest lähtuvalt ilmnes kaks algoritmilise mõtlemise oskust: algoritmiline disain ja mustrite äratundmine. Lisaks põhikoolile kasutati ülesandeid ka gümnaasiumis millga kinnitati, et kohendatud kujul saab neid ülesandeid kasutada algoritmilise mõtlemise oskuste hindamiseks ka gümnaasiumisgümnaasiumitasemel.
Viimase asjana pakutakse doktoritöös välja teoreetilisi ja empiirilisi tulemusi kokkuvõttev algoritmilise mõtlemise oskusi hindav mudel.
In the modernizing world, computer science is not only a separate discipline for scientists but has an essential role in many fields. There is an increasing interest in developing computational thinking (CT) skills at various education levels – from kindergarten to university. Therefore, at the comprehensive school level, research is needed to have an understanding of the dimensions of CT skills and to develop a model for assessing CT skills. CT is described in several articles, but these are not in line with each other, and there is missing a common understanding of the dimensions of the skills that should be in the focus while developing and assessing CT skills. In this doctoral study, through a systematic literature review, an overview of the dimensions of CT presented in scientific papers is given. A model for assessing CT skills in three stages is proposed: i) defining the problem, ii) solving the problem, and iii) analyzing the solution. Those three stages consist of ten CT skills: problem formulation, abstraction, problem reformulation, decomposition, data collection and analysis, algorithmic design, parallelization and iteration, automation, generalization, and evaluation. The systematic development of CT skills needs an instrument for assessing CT skills at the basic school level. This doctoral study describes CT skills that can be distinguished from the Bebras (Kobras) international challenge results. Results show that wto CT skills emerged that can be characterized as algorithmic thinking and pattern recognition. These Bebras tasks were also modified to be used for setting directions for developing CT skills at the secondary school level. Eventually, a modified model for assessing CT skills is presented, combining the theoretical and empirical results from the three main studies.
In the modernizing world, computer science is not only a separate discipline for scientists but has an essential role in many fields. There is an increasing interest in developing computational thinking (CT) skills at various education levels – from kindergarten to university. Therefore, at the comprehensive school level, research is needed to have an understanding of the dimensions of CT skills and to develop a model for assessing CT skills. CT is described in several articles, but these are not in line with each other, and there is missing a common understanding of the dimensions of the skills that should be in the focus while developing and assessing CT skills. In this doctoral study, through a systematic literature review, an overview of the dimensions of CT presented in scientific papers is given. A model for assessing CT skills in three stages is proposed: i) defining the problem, ii) solving the problem, and iii) analyzing the solution. Those three stages consist of ten CT skills: problem formulation, abstraction, problem reformulation, decomposition, data collection and analysis, algorithmic design, parallelization and iteration, automation, generalization, and evaluation. The systematic development of CT skills needs an instrument for assessing CT skills at the basic school level. This doctoral study describes CT skills that can be distinguished from the Bebras (Kobras) international challenge results. Results show that wto CT skills emerged that can be characterized as algorithmic thinking and pattern recognition. These Bebras tasks were also modified to be used for setting directions for developing CT skills at the secondary school level. Eventually, a modified model for assessing CT skills is presented, combining the theoretical and empirical results from the three main studies.
Kirjeldus
Väitekirja elektrooniline versioon ei sisalda publikatsioone
Märksõnad
computational thinking, meta-analysis, educational technology, skills