Abstract |
In this dissertation, we present an innovative tool for assessing basic computational thinking skills.
The tool is developmentally appropriate for students in the first and second grade of primary school.
The main pillar of the tool is the computational environment PhysGramming (an acronym derived
from Physical Science Programming), which allows young users to create their own digital games.
Our research focused on three key points:
1. Checking the reliability and the validity of the results obtained from the implementation of the
proposed evaluation tool.
2. Applying the assessment tool in the classroom, in order to highlight the levels of basic
computational thinking skills of primary school students.
3. Checking the correlation of the levels of structural computational thinking skills, with the
understanding of the Environmental Studies course’s content. In other words, the goal was to test
whether there is a correlation between the learning performances in scientific fields, with the
slevels of basic computational thinking skills.
As far as the implementation of the research process is concerned, all its stages took place in a clearly
defined and robust ethical framework. The research involved 435 primary school students in
Heraklion, Crete, within the context of the Environmental Studies course. Regarding the necessity of
our research, it emerges from the review of the international literature, which highlights the lack of
assessment tools for computational thinking, especially in preschool and early school age. The
originality of our research concerns the construction of an assessment tool, the "heart" of which is
PhysGramming, which meets the needs of modern students, who, as digital natives, are not content
with the passive use of digital technology, but enjoy its construction. Furthermore, as far as we know,
it has not been tested yet whether there is a correlation between the levels of basic computational
thinking skills of primary school students, with the content understanding of the Environmental Studies
course. An important innovation is the assessment of the levels of basic computational thinking skills,
regardless of educational activities aimed at strengthening it. We believe that our research proposal
will contribute to the development of the scientific field related to the cultivation of computational
thinking, given that the existence of valid and reliable assessment tools allows: (a) the assessment of
computational thinking levels, with the purpose of designing targeted learning interventions for its
development and (b) the evaluation of the effectiveness of these interventions, in terms of achieving
the learning objectives they set.
SUBJECT AREAS
* Computational thinking in Education.
* Information and Communication Technologies in Education.
* Science, Technology, Engineering and Mathematics in Education.
*Assessment in Education
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