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Assessing elementary students’ computational thinking in everyday reasoning and robotics programming
ARTICLE

, , University of Miami, United States ; , University of Utah, United States ; , University of Miami, United States ; , Peking University, China ; , University of Miami, United States

Computers & Education Volume 109, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

Based on a framework of computational thinking (CT) adapted from Computer Science Teacher Association's standards, an instrument was developed to assess fifth grade students' CT. The items were contextualized in two types of CT application (coding in robotics and reasoning of everyday events). The instrument was administered as a pre and post measure in an elementary school where a new humanoid robotics curriculum was adopted by their fifth grade. Results show that the instrument has good psychometric properties and has the potential to reveal student learning challenges and growth in terms of CT.

Citation

Chen, G., Shen, J., Barth-Cohen, L., Jiang, S., Huang, X. & Eltoukhy, M. (2017). Assessing elementary students’ computational thinking in everyday reasoning and robotics programming. Computers & Education, 109(1), 162-175. Elsevier Ltd. Retrieved September 21, 2019 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2017.03.001

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