Monitoring cognitive development through the assessment of computational thinking practices: A longitudinal intervention on primary school students

Monitoring cognitive development through the assessment of computational thinking practices: A longitudinal intervention on primary school students

• Kong, Siu Cheung The Education University of Hong Kong
• Wang, Yi Qing The Education University of Hong Kong

Computers in Human Behavior, 145, 2023

Elsevier

2023

• A Human Growth & Development
  • AB Cognitive & Language Development, Perceptual & Intellectual Development

Cognitive Development Cognitive Learning Computational Thinking Practices Item Response Analysis Longitudinal Intervention

• Hong Kong

• 1997.7 onwards

• Primary Education

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.

• English

Journal Articles

• 07475632

• 10.1016/j.chb.2023.107749

https://bibliography.lib.eduhk.hk/bibs/349a3f90

2023-08-10