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|Title:||How Broad is Computational Thinking? A Longitudinal Study of Practices Shaping Learning in Computer Science|
|Publisher:||International Society of the Learning Sciences, Inc. [ISLS].|
|Citation:||Proctor, C. & Blikstein, P. (2018). How Broad is Computational Thinking? A Longitudinal Study of Practices Shaping Learning in Computer Science . In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 1. London, UK: International Society of the Learning Sciences.|
|Abstract:||Computer science is becoming a mainstream school subject, yet we know relatively little about teaching, learning, and assessing computer science at the primary and secondary level. Few studies have followed the long-term trajectories of early computer science learners. We present a longitudinal study of a school cohort (N=48) across a three-year computer science curriculum in grades 6-8. We analyzed students' Scratch projects in terms of elaboration and computational thinking content, and modeled their association with performance on a summative open-ended assessment of computational thinking. Both metrics were associated with performance on the summative task, but engagement had a much more substantial effect. This supports the idea that early computer science experience should be designed to support students in working on personally-meaningful projects. Developing computational literacy practices may be more important for long-term growth in computational thinking than a primary emphasis on content knowledge.|
|Appears in Collections:||ICLS 2018|
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