促进哥斯达黎加学生计算思维发展的因素

 Karol Picado-Arce, Omar Dengo Foundation (哥斯达黎加)

 Stefani Matarrita-Muñoz, Omar Dengo Foundation (哥斯达黎加)

 Olmer Núñez-Sosa, Omar Dengo Foundation (哥斯达黎加)

 Magaly Zúñiga-Céspedes, Omar Dengo Foundation (哥斯达黎加)

https://doi.org/10.3916/C68-2021-07

关键词

学习，计算思维，评估，初等教育，信息，编程

摘要

本研究证实了与促进哥斯达黎加小学生计算思维（PC）发展有关的的因素，其中包括通过编程和笔算项目发展PC知识和实践的LIE ++提案的贡献。我们采用准实验设计，比较来自LIE ++的一组学生和来自另一项强调使用数字技术进行学习的名为LIE-Guides提案的一组学生。本研究有14795名学生参加，他们自愿回答了一项在线测试。该测试已通过验证证明有效，其的目的为通过分数评估PC水平。结果表明，与LIE-Guides组相比，参加LIE ++的学生获得了更高的分数。此外，我们通过多层次回归模型发现，学生的个人变量和社会变量以及对提案的实施都会影响到该学习的有利发展。这项研究是在该环境下研究此问题的第一步，阐述了提供相对更高级计算知识和能力的教育机会的重要性，以及继续开发有助于在教育领域解释促进PC发展因素的工具和方法的重要性，从而改善教育干预。

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Fundref

This study received economic support from PRONIE MEP-FOD.

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收到: 03-11-2020

修订: 15-12-2020

公认: 15-02-2021

OnlineFirst: 15-04-2021

发布日期: 01-07-2021

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