Drivers for the development of computational thinking in Costa Rican students

Picado-Arce, Karol, Matarrita-Muñoz, Stefani, Núñez-Sosa, Olmer and Zúñiga-Céspedes, Magaly Drivers for the development of computational thinking in Costa Rican students. Comunicar, 2021, vol. 29, n. 68, pp. 85-96. [Journal article (Paginated)]

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English abstract

This study provides evidence about factors that facilitate the development of computational thinking (CT) in Costa Rican elementary school students, including the description of the contribution of the LIE++ proposal that addresses CT knowledge and practices through programming and physical computing projects. A quasi-experimental design was used to compare a group of students from the LIE++ educational proposal with a group of students from another proposal called LIE-Guides, which emphasizes learning with digital technologies. The study sample comprised 14,795 voluntary students, who answered an online test that was constructed and validated to estimate the scores achieved in CT. The results showed that the students participating in the LIE++ proposal obtained better scores compared to the LIE-Guides group. A multilevel regression model demonstrated that students’ personal and social variables, as well as the proposal’s execution scheme, positively affected student learning in CT. This research is a first approach to the subject in this context. It refers to the importance of providing educational opportunities that focus on more advanced computing knowledge and skills, as well as the relevance of continuing to develop tools and methodologies that help generate evidence about CT in education in order to improve educational interventions.

Spanish abstract

Este estudio proporciona evidencia sobre factores que facilitan el desarrollo del pensamiento computacional (PC) en estudiantes costarricenses de primaria, incluyendo el aporte de la propuesta de LIE++ que aborda conocimientos y prácticas del PC mediante proyectos de programación y computación física. Se utilizó un diseño cuasiexperimental para comparar un grupo de estudiantes de LIE++ con un grupo de estudiantes de otra propuesta llamada LIE-Guías que enfatiza aprendizajes con tecnologías digitales. En el estudio participaron 14.795 estudiantes, respondiendo voluntariamente una prueba en línea que se construyó y validó para estimar los puntajes alcanzados en PC. Los resultados mostraron que los estudiantes participantes de LIE++ obtuvieron mejores puntajes en comparación con el grupo de LIE-Guías y mediante un modelo de regresión multinivel se identificaron que variables personales y sociales de los estudiantes y de la misma ejecución de la propuesta inciden en el favorecimiento de estos aprendizajes. Esta investigación es un primer acercamiento al tema en este contexto, que se refiere a la importancia de brindar oportunidades educativas que apunten a conocimientos y habilidades más avanzadas de la computación, así como a la relevancia de seguir desarrollando herramientas y metodologías que ayuden a generar evidencias sobre el PC en el ámbito educativo y así mejorar las intervenciones educativas.

Item type: Journal article (Paginated)
Keywords: Learning; computational thinking; assessment; elementary education; informatics; programming; Aprendizaje; pensamiento computacional; evaluación; educación primaria; informática; programación
Subjects: B. Information use and sociology of information > BJ. Communication
G. Industry, profession and education.
G. Industry, profession and education. > GH. Education.
Depositing user: Alex Ruiz
Date deposited: 21 Dec 2021 09:46
Last modified: 21 Dec 2021 09:46
URI: http://hdl.handle.net/10760/42704

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