Design and Validation of a Computational Thinking Test for Children in the First Grades of Elementary Education

被引:1
作者
Zapata, Jorge Hernan Aristizabal [1 ]
Posada, Julian Esteban Gutierrez [2 ]
Diago, Pascual D. [3 ]
机构
[1] Quindio Univ, Fac Educ, Dept Math, Armenia 630001, Quindio, Colombia
[2] Quindio Univ, Fac Engn, Dept Comp & Syst Engn, Armenia 630001, Quindio, Colombia
[3] Univ Valencia, Dept Didact Matemat, Fac Magisteri, Valencia 46022, Spain
关键词
computational thinking; problem solving; elementary education; psychometric test; SEQUENCING ABILITY; ROBOTICS; VALIDITY;
D O I
10.3390/mti8050039
中图分类号
TP18 [人工智能理论];
学科分类号
081104 ; 0812 ; 0835 ; 1405 ;
摘要
Computational thinking (CT) has garnered significant interest in both computer science and education sciences as it delineates a set of skills that emerge during the problem-solving process. Consequently, numerous assessment instruments aimed at measuring CT have been developed in the recent years. However, a scarce part of the existing CT measurement instruments has been dedicated to early school ages, and few have undergone rigorous validation or reliability testing. Therefore, this work introduces a new instrument for measuring CT in the early grades of elementary education: the Computational Thinking Test for Children (CTTC). To this end, in this work, we provide the design and validation of the CTTC, which is constructed around spatial, sequential, and logical thinking and encompasses abstraction, decomposition, pattern recognition, and coding items organized in five question blocks. The validation and standardization process employs the Kuder-Richardson statistic (KR-20) and expert judgment using V-Aiken for consistency. Additionally, item difficulty indices were utilized to gauge the difficulty level of each question in the CTTC. The study concludes that the CTTC demonstrates consistency and suitability for children in the first cycle of primary education (encompassing the first to third grades).
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页数:14
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