Socially disadvantaged pupils and computational thinking: Is there a new form of digital divide?

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60076658%3A12410%2F22%3A43905216" target="_blank" >RIV/60076658:12410/22:43905216 - isvavai.cz</a>

Výsledek na webu

<a href="https://library.iated.org/view/DOBIAS2022SOC" target="_blank" >https://library.iated.org/view/DOBIAS2022SOC</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.21125/inted.2022.1659" target="_blank" >10.21125/inted.2022.1659</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Socially disadvantaged pupils and computational thinking: Is there a new form of digital divide?

Popis výsledku v původním jazyce

&quot;Bebras Challenge is a worldwide contest focused on the development of computational thinking of pupils. In the contest pupils meet problems within tasks which by their concept transcend to general problem-solving skills of every individual such as abstraction, decomposition, evaluation, generalisation and identifying patterns. These general skills are supplemented by specialized computer science skills, especially algorithmization and related programming, potentially debugging. Each task is classified into at least one of above described fields. A pupil solves 12 such tasks in the contest for which he/she has 40 minutes. This year 20 % of Czech primary schools participated in this contest.In the Czech Republic there exist a lot of social excluded localities and one of the biggest issues of the educational system in the Czech Republic is a deepening social disadvantage. In the field of digital technologies three levels of digital divide were identified. Our research motivation is to ascertain if there are only those digital divides or there are also those that lie in computational thinking.Our main research aim is thus to ascertain divides in computational thinking of pupils from schools with a higher proportion of socially disadvantaged pupils (abbr. schools with HPSDP), compared to pupils from other schools. More specifically, the aim is to describe if in Bebras Challenge performances of pupils from schools with HPSDP show statistically significant divides compared to performances of pupils from other schools. Another research aim is to ascertain in which areas of computational thinking statistically significant divides exist between pupils from schools with HPSDP and pupils from other schools.To reach stated aims, we identified four schools with HPSDP which participated in Bebras Challenge. A number of 481 pupils competed at schools with HPSDP and 85 173 pupils competed at other schools. In the database of Bebras Challenge, we found contestants in the age category Mini (usually pupils at the age of 9-11), Benjamin (age 11-13 years) and Kadet (age 13-15 years). We divided those contestants into two groups according to the fact whether they attend the school with HPSDP or not. We compared contestants´ performances of those two groups by using statistical methods, especially independent samples t-test and Chi-square test.Results show the statistically significant lower average number of obtained points in all age categories of pupils from schools with HPSDP compared to pupils from other schools. Moreover, we discovered the statistically significant lower successfulness of pupils from schools with HPSDP compared to pupils from other schools in fields of computational thinking such as abstraction, algorithmic design and logical thinking; we could not, on the contrary, prove those differences in fields of evaluation, prediction and debugging.Attained results demonstrate significant divide in computational thinking between pupils from schools with HPSDP and other schools, thus it can be perceived as another form of digital divide. Since Computer Science education is in the beginning in many countries there is a need for elimination of this divide and prevention of its deepening. As a result, it may improve the access of socially disadvantaged people to newly emerging job positions which ask for deeper understanding of digital technology and related computational thinking.&quot;

Název v anglickém jazyce

Socially disadvantaged pupils and computational thinking: Is there a new form of digital divide?

Popis výsledku anglicky

&quot;Bebras Challenge is a worldwide contest focused on the development of computational thinking of pupils. In the contest pupils meet problems within tasks which by their concept transcend to general problem-solving skills of every individual such as abstraction, decomposition, evaluation, generalisation and identifying patterns. These general skills are supplemented by specialized computer science skills, especially algorithmization and related programming, potentially debugging. Each task is classified into at least one of above described fields. A pupil solves 12 such tasks in the contest for which he/she has 40 minutes. This year 20 % of Czech primary schools participated in this contest.In the Czech Republic there exist a lot of social excluded localities and one of the biggest issues of the educational system in the Czech Republic is a deepening social disadvantage. In the field of digital technologies three levels of digital divide were identified. Our research motivation is to ascertain if there are only those digital divides or there are also those that lie in computational thinking.Our main research aim is thus to ascertain divides in computational thinking of pupils from schools with a higher proportion of socially disadvantaged pupils (abbr. schools with HPSDP), compared to pupils from other schools. More specifically, the aim is to describe if in Bebras Challenge performances of pupils from schools with HPSDP show statistically significant divides compared to performances of pupils from other schools. Another research aim is to ascertain in which areas of computational thinking statistically significant divides exist between pupils from schools with HPSDP and pupils from other schools.To reach stated aims, we identified four schools with HPSDP which participated in Bebras Challenge. A number of 481 pupils competed at schools with HPSDP and 85 173 pupils competed at other schools. In the database of Bebras Challenge, we found contestants in the age category Mini (usually pupils at the age of 9-11), Benjamin (age 11-13 years) and Kadet (age 13-15 years). We divided those contestants into two groups according to the fact whether they attend the school with HPSDP or not. We compared contestants´ performances of those two groups by using statistical methods, especially independent samples t-test and Chi-square test.Results show the statistically significant lower average number of obtained points in all age categories of pupils from schools with HPSDP compared to pupils from other schools. Moreover, we discovered the statistically significant lower successfulness of pupils from schools with HPSDP compared to pupils from other schools in fields of computational thinking such as abstraction, algorithmic design and logical thinking; we could not, on the contrary, prove those differences in fields of evaluation, prediction and debugging.Attained results demonstrate significant divide in computational thinking between pupils from schools with HPSDP and other schools, thus it can be perceived as another form of digital divide. Since Computer Science education is in the beginning in many countries there is a need for elimination of this divide and prevention of its deepening. As a result, it may improve the access of socially disadvantaged people to newly emerging job positions which ask for deeper understanding of digital technology and related computational thinking.&quot;

Druh

D - Stať ve sborníku

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

<a href="/cs/project/TL03000222" target="_blank" >TL03000222: Rozvoj informatického myšlení pomocí situačních algoritmických problémů</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2022

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

INTED 2022. Conference Proceedings

ISBN

978-84-09-37758-9

ISSN

2340-1079

e-ISSN

—

Počet stran výsledku

10

Strana od-do

6542-6551

Název nakladatele

IATED Academy

Místo vydání

Valencia

Místo konání akce

online

Datum konání akce

7. 3. 2022

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

—