评估计算思维的认知组成部分
Andrew J Mertens1, Eliana Colunga1
1Department of Psychology and Neuroscience, University of Colorado, Boulder, CO, United States.
Frontiers in psychology
|September 26, 2025
概括
计算思维 (CT) 技能,像分解一样,对于K-12教育至关重要. 这项研究发现,儿童的分解能力与他们的编程能力和经验密切相关.
科学领域:
- 计算机科学教育计算机科学教育
- 认知发展 认知发展
- 教育心理学教育心理学
背景情况:
- 计算机科学 (CS) 教育正在K-12设置中扩大.
- 计算思维 (CT) 是通过编程开发的一组可概括的技能.
- 理论上,CT技能如分解,排序和抽象是关键组成部分.
研究的目的:
- 调整认知测试以测量CT组件.
- 研究CT措施与儿童编程能力/经验之间的关系.
- 提供K-12计算机科学教育中CT技能的证据.
主要方法:
- 针对8-12岁的儿童和四年级的学生进行了三项研究.
- 认知任务被调整为评估分解,排序和抽象.
- 编程熟练程度和经验被衡量为相关性.
主要成果:
- 在分解任务上的表现始终与幼儿的编程能力相关联.
- 这项研究提供了CT技能与编程能力之间的联系的证据.
- 结果表明CT相关技能的发展进展.
结论:
- 分解技能是儿童计算思维的一个可衡量和相关的组成部分.
- 这些发现支持将CT纳入K-12 CS课程.
- 进一步的研究可以探索CT技能的发展轨迹.
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