背景(考古学)
计算思维
计算机科学
软件工程
数学教育
工程管理
人工智能
心理学
工程类
古生物学
生物
作者
Linda Werner,Jill Denner,Shannon Campe,Damon Chizuru Kawamoto
标识
DOI:10.1145/2157136.2157200
摘要
Computational thinking (CT) has been described as an essential capacity to prepare students for computer science, as well as to be productive members of society. But efforts to engage K-12 students in CT are hampered by a lack of definition and assessment tools. In this paper, we describe the first results of a newly created performance assessment tool for measuring CT in middle school. We briefly describe the context for the performance assessment (game-programming courses), the aspects of CT that are measured, the results, and the factors that are associated with performance. We see the development of assessment tools as a critical step in efforts to bring CT to K-12, and to strengthen the use of game programming in middle school. We discuss problems and implications of our results.
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