A double dissociative study into the effectiveness of computational thinking
MetadataShow full item record
We propose the first steps towards a rigorous analysis of the effectiveness of an emerging pedagogy, Computational Thinking. We found that two aspects of the pedagogy have a positive effect with regards to enhancing two cognitive processes, namely sequential thinking and in abstract thinking. Our data was gathered experimentally with a cohort of mixed-ability undergraduate students enrolled on three distinct courses. The study employed a mixed 2 x 2 factorial design with type of classroom intervention, measurements were taken at baseline and following delivery of computational thinking methodologies designed to focus on specific components of the pedagogy. The dependent variable was percentage improvement from baseline, and the analyses were conducted using 2 x 2 mixed ANOVA, an alpha criterion of p<.05 was adopted for all analyses. The specific components investigated were algorithmic thinking and abstraction, and we found a positive correlation between enhancements of sequentiality and abstract thinking.
Education and Information Technologies;
Calderon, A., Skillicorn, D., Watt, A. and Perham, N. (2019) 'A double dissociative study into the effectiveness of computational thinking', Education and Information Technologies. DOI: 10.1007/s10639-019-09991-3.
Article published in Education and Information Technologies on 10 October 2019 (online), available open access at: https://doi.org/10.1007/s10639-019-09991-3.
Cardiff Metropolitan University (Grant ID: Cardiff Metropolian (Internal))
Showing items related by title, author, subject and abstract.
The Role of Business Schools in Educating Social Entrepreneurs: An Exploratory Study of UK Business Schools Amundam, Doreen (Cardiff Metropolitan University, 2017)Notwithstanding the growing interest in social entrepreneurship (S E) education, the S E field is gradually losing its “social” status. Accordingly, there is a need to emphasise the “social” aspect of S E education in order ...
Barnard, Sonja (University of Wales Institute, Cardiff, 2008)Questioning in the classroom has long been considered as the primary role of the class teacher and Hastings (2003) has suggested that on average teachers ask around 400 questions a day. However the aim of this action ...
Thinking maps: action research to examine their impact on the writing of Year Six pupils in a South Wales school. Watkins, Lyndon Francis (Cardiff Metropolitan University, 2012)This action research examines the effectiveness of Thinking Maps in terms of their impact on the standards of writing of a sample group of twenty year six pupils. It proceeds to analyse the effect that self-efficacy may ...