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Educational Practices in Computational Thinking: Assessment, Pedagogical Aspects, Limits, and Possibilities: A Systematic Mapping Study

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Computer Supported Education (CSEDU 2019)

Part of the book series: Communications in Computer and Information Science ((CCIS,volume 1220))

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Abstract

Computational thinking (CT) concept is still ill-defined despite being used in several studies and educational practices in the K-12 educational context. Many educational aspects associated with CT teaching require the understanding of learning approaches. Aiming to advance in CT comprehension we performed a second systematic mapping study aggregating new data to our previous study [71], adding 35 new articles to the discussion. Our main research question is “Which approaches exist for the assessment of computational thinking (CT) in the context of K-12 education?” Our findings indicate that 77% of the publications are from between 2016 and July 2019. Description of one CT implementation approach is common to 75% of the publications and most of them are “CT across the curriculum”. The most used tool is Scratch. Constructivism and constructionism are the most common pedagogical foundation. CT concepts that are more assessed are “algorithm”, “abstraction” and “decomposition”. “Pre or post-test/survey/questionnaire” are more usual assessment instruments. Test or questionnaire, where each item is scored, are the most usual method to weight assessments. We found just one study with strong psychometric rigor and other four have the potential for that. However, despite the amount of literature on the topic, it is still difficult to assess CT due to the lack of consensus about its definition, and consequently of a reliable construct. Also, pedagogical and psychological issues related to children development have to be deepened. Then research in this area must continue to allow advances in K12 CT educational context.

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Acknowledgments

This study was financed in part by the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - Brasil (CAPES) - Finance Code 001 and by the Conselho Nacional de Desenvolvimento Científico e Tecnológico - Brasil (CNPq) - Grant No.: 302149/2016-3.

The authors would like to thank Renata Martins Pacheco for her help with formatting and reviewing the English version of the final text.

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Authors and Affiliations

  1. Department of Informatics and Statistics - INE, Federal University of Santa Catarina, Campus Universitário s/n. Trindade, Florianópolis, Brazil

    Lúcia Helena Martins-Pacheco, Nathalia da Cruz Alves & Christiane Gresse von Wangenheim

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  1. Lúcia Helena Martins-Pacheco
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  2. Nathalia da Cruz Alves
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  3. Christiane Gresse von Wangenheim
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Correspondence to Lúcia Helena Martins-Pacheco , Nathalia da Cruz Alves or Christiane Gresse von Wangenheim .

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Editors and Affiliations

  1. University of Illinois at Urbana-Champaign, Urbana, IL, USA

    H. Chad Lane

  2. Anderson Academic Commons, University of Denver, Denver, CO, USA

    Susan Zvacek

  3. School of Engineering, University of Ulster, Newtownabbey, UK

    James Uhomoibhi

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Martins-Pacheco, L.H., da Cruz Alves, N., von Wangenheim, C.G. (2020). Educational Practices in Computational Thinking: Assessment, Pedagogical Aspects, Limits, and Possibilities: A Systematic Mapping Study. In: Lane, H.C., Zvacek, S., Uhomoibhi, J. (eds) Computer Supported Education. CSEDU 2019. Communications in Computer and Information Science, vol 1220. Springer, Cham. https://doi.org/10.1007/978-3-030-58459-7_21

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  • DOI: https://doi.org/10.1007/978-3-030-58459-7_21

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