USING BEBRAS TASKS IN THE PRIMARY SCHOOL CLASS TO DEVELOP PUPILS' COMPUTATIONAL THINKING

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60076658%3A12410%2F24%3A43908816" target="_blank" >RIV/60076658:12410/24:43908816 - isvavai.cz</a>

Výsledek na webu

<a href="http://dx.doi.org/10.21125/iceri.2024.0930" target="_blank" >http://dx.doi.org/10.21125/iceri.2024.0930</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.21125/iceri.2024.0930" target="_blank" >10.21125/iceri.2024.0930</a>

Jazyk výsledku

angličtina

Název v původním jazyce

USING BEBRAS TASKS IN THE PRIMARY SCHOOL CLASS TO DEVELOP PUPILS' COMPUTATIONAL THINKING

Popis výsledku v původním jazyce

There has been a global consensus to develop computational thinking (CT) in primary education, but one of the biggest questions regarding the development of CT is how to properly evaluate the level of CT of pupils. Bebras tasks are believed to develop CT and are a popular tool to measure the level of CT in many studies. The Bebras tasks are usually the first contact with computer science and computer science topics like algorithms, programming, or modeling for many pupils, making them a promising tool for this task. However, the relationship between Bebras tasks and CT is relatively new, and the expected development of CT through Bebras tasks has not been sufficiently evaluated, especially in primary schools, due to the lack of valid instruments for assessing CT. The aim of this research was to design a learning material for developing CT using Bebras tasks in the form of a textbook. Bebras tasks were selected according to the CT skills they were related to and then categorized into chapters of the textbook. We then employed pre-test and post-test experimental research and taught one group with regular learning materials and the second group using our Bebras textbook. We used Zapata-Cáceres‘ competent Computational Thinking test to measure the level of CT before and after the lessons to find out if our textbook can develop CT of primary school pupils and whether Bebras tasks might be thought suitable for the development of CT. The results indicate significant improvements in a number of CT skills using our Bebras textbook, as well as intriguing gender differences.

Název v anglickém jazyce

USING BEBRAS TASKS IN THE PRIMARY SCHOOL CLASS TO DEVELOP PUPILS' COMPUTATIONAL THINKING

Popis výsledku anglicky

There has been a global consensus to develop computational thinking (CT) in primary education, but one of the biggest questions regarding the development of CT is how to properly evaluate the level of CT of pupils. Bebras tasks are believed to develop CT and are a popular tool to measure the level of CT in many studies. The Bebras tasks are usually the first contact with computer science and computer science topics like algorithms, programming, or modeling for many pupils, making them a promising tool for this task. However, the relationship between Bebras tasks and CT is relatively new, and the expected development of CT through Bebras tasks has not been sufficiently evaluated, especially in primary schools, due to the lack of valid instruments for assessing CT. The aim of this research was to design a learning material for developing CT using Bebras tasks in the form of a textbook. Bebras tasks were selected according to the CT skills they were related to and then categorized into chapters of the textbook. We then employed pre-test and post-test experimental research and taught one group with regular learning materials and the second group using our Bebras textbook. We used Zapata-Cáceres‘ competent Computational Thinking test to measure the level of CT before and after the lessons to find out if our textbook can develop CT of primary school pupils and whether Bebras tasks might be thought suitable for the development of CT. The results indicate significant improvements in a number of CT skills using our Bebras textbook, as well as intriguing gender differences.

Druh

D - Stať ve sborníku

CEP obor

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OECD FORD obor

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

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2024

Kód důvěrnosti údajů

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

Název statě ve sborníku

ICERI2024 Proceedings

ISBN

978-84-09-63010-3

ISSN

2340-1095

e-ISSN

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Počet stran výsledku

9

Strana od-do

3633-3641

Název nakladatele

IATED

Místo vydání

Valencie, Španělsko

Místo konání akce

Sevilla, Španělsko

Datum konání akce

11. 11. 2024

Typ akce podle státní příslušnosti

EUR - Evropská akce

Kód UT WoS článku

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