The role of computational thinking in introductory computer science
- Authors: Gouws, Lindsey Ann
- Date: 2014
- Subjects: Computer science , Computational complexity , Problem solving -- Study and teaching
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4690 , http://hdl.handle.net/10962/d1011152 , Computer science , Computational complexity , Problem solving -- Study and teaching
- Description: Computational thinking (CT) is gaining recognition as an important skill for students, both in computer science and other disciplines. Although there has been much focus on this field in recent years, it is rarely taught as a formal course, and there is little consensus on what exactly CT entails and how to teach and evaluate it. This research addresses the lack of resources for integrating CT into the introductory computer science curriculum. The question that we aim to answer is whether CT can be evaluated in a meaningful way. A CT framework that outlines the skills and techniques comprising CT and describes the nature of student engagement was developed; this is used as the basis for this research. An assessment (CT test) was then created to gauge the ability of incoming students, and a CT-specfic computer game was developed based on the analysis of an existing game. A set of problem solving strategies and practice activities were then recommended based on criteria defined in the framework. The results revealed that the CT abilities of first year university students are relatively poor, but that the students' scores for the CT test could be used as a predictor for their future success in computer science courses. The framework developed for this research proved successful when applied to the test, computer game evaluation, and classification of strategies and activities. Through this research, we established that CT is a skill that first year computer science students are lacking, and that using CT exercises alongside traditional programming instruction can improve students' learning experiences.
- Full Text:
- Date Issued: 2014
- Authors: Gouws, Lindsey Ann
- Date: 2014
- Subjects: Computer science , Computational complexity , Problem solving -- Study and teaching
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4690 , http://hdl.handle.net/10962/d1011152 , Computer science , Computational complexity , Problem solving -- Study and teaching
- Description: Computational thinking (CT) is gaining recognition as an important skill for students, both in computer science and other disciplines. Although there has been much focus on this field in recent years, it is rarely taught as a formal course, and there is little consensus on what exactly CT entails and how to teach and evaluate it. This research addresses the lack of resources for integrating CT into the introductory computer science curriculum. The question that we aim to answer is whether CT can be evaluated in a meaningful way. A CT framework that outlines the skills and techniques comprising CT and describes the nature of student engagement was developed; this is used as the basis for this research. An assessment (CT test) was then created to gauge the ability of incoming students, and a CT-specfic computer game was developed based on the analysis of an existing game. A set of problem solving strategies and practice activities were then recommended based on criteria defined in the framework. The results revealed that the CT abilities of first year university students are relatively poor, but that the students' scores for the CT test could be used as a predictor for their future success in computer science courses. The framework developed for this research proved successful when applied to the test, computer game evaluation, and classification of strategies and activities. Through this research, we established that CT is a skill that first year computer science students are lacking, and that using CT exercises alongside traditional programming instruction can improve students' learning experiences.
- Full Text:
- Date Issued: 2014
Computational thinking in educational activities: an evaluation of the educational game light-bot
- Gouws, Lindsey Ann, Bradshaw, Karen L
- Authors: Gouws, Lindsey Ann , Bradshaw, Karen L
- Date: 2013
- Subjects: To be catalogued
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/477581 , vital:78101 , ISBN 9781450320788 , https://doi.org/10.1145/2462476.2466518
- Description: Computational thinking is gaining recognition as an important skill set for students, both in computer science and other disciplines. Although there has been much focus on this field in recent years, it is rarely taught as a formal course within the curriculum, and there is little consensus on what exactly computational thinking entails and how to teach and evaluate it. To address these concerns, we have developed a computational thinking framework to be used as a planning and evaluative tool. Within this framework, we aim to unify the differing opinions about what computational thinking should involve. As a case study, we have applied the framework to Light-Bot, an educational game with a strong focus on programming, and found that the framework provides us with insight into the usefulness of the game to reinforce computer science concepts.
- Full Text:
- Date Issued: 2013
- Authors: Gouws, Lindsey Ann , Bradshaw, Karen L
- Date: 2013
- Subjects: To be catalogued
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/477581 , vital:78101 , ISBN 9781450320788 , https://doi.org/10.1145/2462476.2466518
- Description: Computational thinking is gaining recognition as an important skill set for students, both in computer science and other disciplines. Although there has been much focus on this field in recent years, it is rarely taught as a formal course within the curriculum, and there is little consensus on what exactly computational thinking entails and how to teach and evaluate it. To address these concerns, we have developed a computational thinking framework to be used as a planning and evaluative tool. Within this framework, we aim to unify the differing opinions about what computational thinking should involve. As a case study, we have applied the framework to Light-Bot, an educational game with a strong focus on programming, and found that the framework provides us with insight into the usefulness of the game to reinforce computer science concepts.
- Full Text:
- Date Issued: 2013
First year student performance in a test for computational thinking
- Gouws, Lindsey Ann, Bradshaw, Karen L, Wentworth, Peter E
- Authors: Gouws, Lindsey Ann , Bradshaw, Karen L , Wentworth, Peter E
- Date: 2013
- Subjects: To be catalogued
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/477618 , vital:78104 , ISBN 9781450321129 , https://doi.org/10.1145/2513456.2513484
- Description: Computational thinking, a form of thinking and problem solving within computer science, has become a popular focus of research on computer science education. In this paper, we attempt to investigate the role that computational thinking plays in the experience of introductory computer science students at a South African university. To this end, we have designed and administered a test for computational thinking ability, and contrasted the results of this test with the class marks for the students involved. The results of this test give us an initial view of the abilities that students possess when entering the computer science course. The results indicate that students who performed well in the assessment have a favourable pass rate for their class tests, and specific areas of weakness have been identified. Finally, we describe the plan for a follow-up test to take place at the end of the course to determine how students' abilities have changed over a semester of studies.
- Full Text:
- Date Issued: 2013
- Authors: Gouws, Lindsey Ann , Bradshaw, Karen L , Wentworth, Peter E
- Date: 2013
- Subjects: To be catalogued
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/477618 , vital:78104 , ISBN 9781450321129 , https://doi.org/10.1145/2513456.2513484
- Description: Computational thinking, a form of thinking and problem solving within computer science, has become a popular focus of research on computer science education. In this paper, we attempt to investigate the role that computational thinking plays in the experience of introductory computer science students at a South African university. To this end, we have designed and administered a test for computational thinking ability, and contrasted the results of this test with the class marks for the students involved. The results of this test give us an initial view of the abilities that students possess when entering the computer science course. The results indicate that students who performed well in the assessment have a favourable pass rate for their class tests, and specific areas of weakness have been identified. Finally, we describe the plan for a follow-up test to take place at the end of the course to determine how students' abilities have changed over a semester of studies.
- Full Text:
- Date Issued: 2013
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