Abstract
Computational thinking (CT) practices is a critical cognitive tool for students to overcome challenges in this technological era. Few studies investigated CT practices from a development perspective. A two-year intervention was implemented in 30 intervention and 22 control schools in Hong Kong to promote CT education (T1baseline: N = 13,056; T2: N = 16,367; and T3: N = 15,269). Senior primary students (grades 4 to 6) around 8–12 years old were targeted. Among them, 34% were girls at T1baseline. Their learning progression of cognitive development was assessed with a CT practices test. Data were analyzed using item response analysis. Learning trajectories of CT practices were modeled to understand how students’ cognitive development differed between schools. Insights of findings were discussed in bringing CT practices to life. Copyright © 2023 Elsevier Ltd. All rights reserved.
| Original language | English |
|---|---|
| Article number | 107749 |
| Journal | Computers in Human Behavior |
| Volume | 145 |
| Early online date | Apr 2023 |
| DOIs | |
| Publication status | Published - Aug 2023 |
Citation
Kong, S.-C., & Wang, Y.-Q. (2023). Monitoring cognitive development through the assessment of computational thinking practices: A longitudinal intervention on primary school students. Computers in Human Behavior, 145. Retrieved from https://doi.org/10.1016/j.chb.2023.107749Keywords
- Cognitive development
- Cognitive learning
- Computational thinking practices
- Item response analysis
- Longitudinal intervention